Dissertations / Theses: 'Multiple disabilities'

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DeBar, Ruth M. "Teaching Learners with Multiple Disabilities to Isolate Phonemes." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142.

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Wilder, Jenny. "Proximal processes of children with profound multiple disabilities." Doctoral thesis, Stockholm : Department of Psychology, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8140.

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Chambers, Cynthia R. "Teaching Children with Moderate/Severe or Multiple Disabilities." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3897.

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Coyle, Lindsay-Ann. "'Not fitting in' : negotiating multiple illnesses and/or disabilities." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11497/.

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The existing social sciences literature has placed considerable emphasis on the experiences of people living with singular illnesses or disabilities (Clarke and Griffin 2008). In this thesis it will be argued that it is also important to explore people’s experiences of negotiating multiple illnesses and/or disabilities. The number of people living with three or more long- term conditions in England is expected to rise from 1.9 million in 2008 to 2.9 million in 2018 (Department of Health 2012). Despite this significant increase, the voices of people negotiating multiple illnesses and/or disabilities are rarely heard in academia, politics, activism, medicine, education, employment and civic society. Using data generated during semi-structured interviews conducted in the North-East of England, this piece of research explores the extent to which people negotiating multiple illnesses and/or disabilities present a challenge to dominant expectations about the functions, capacities and conduct of bodies across time and space. I will specifically examine the ways in which participants in this research do not ‘fit into’ three important settings/contexts: (i) clinical encounters, (ii) spaces of mobility and (iii) imaginations of (hopeful) futures. Predominantly shaped by epistemological, methodological and empirical insights from existing feminist social sciences literature, this research focuses on the individual and collective (emotional, relational, material) implications of negotiating the (often) uncertain, confusing and incomprehensible bodily experiences associated with ‘managing’ multiple illnesses and/or disabilities. As well as providing a space in which the voices of this previously silenced group of people are heard, this thesis prompts consideration of the structures, processes and practices that shape and constrain people negotiating multiple illnesses and/or disabilities. Addressing such problems necessarily involves destabilising accepted norms about how bodies ‘should’ operate in particular spaces, at particular times and, thus, presents a critique to dominant and standardised ideas about how our society ‘should’ be organised. One important consequence of the contravention of such societal expectations by people negotiating multiple illnesses and/or disabilities is the sense that multiply ill and/or disabled bodies are less valuable than other bodies: an idea that this research seeks to challenge. In doing so, this thesis not only contributes to the development of the existing social sciences literature that currently focuses on experiences of people with singular illnesses and/ or disabilities, but also provides discussion that medics, activists and policy makers (amongst others) may find interesting.

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Darling, Joseph A. "Measuring Indices of Happiness in Adults with Profound Multiple Disabilities." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645429.

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Individuals with profound multiple disabilities (PMD) have significant deficits in intellectual functioning in addition to physical disabilities and associated medical conditions. Often, these individuals have communication deficits making the expression of basic wants and needs challenging. Given the communication difficulties associated with profound multiple disabilities, there is a need for systematic assessment to better understand emotional responses of individuals with profound multiple disabilities, including happiness responses. Methods to identify emotions of individuals with profound multiple disabilities have improved over the past few years. Within the field of psychology, there has been a growing base of empirical information regarding happiness. One of the defining concerns of positive psychologists is the positive emotion of happiness. Applied behavior analysis provides a body of research and theoretical underpinnings to examine theoretical gaps in expression of emotions for individuals who have profound multiple disabilities. This quantitative study assessed whether presentation of preferred items and activities during multiple periods of the day (and over multiple days) increased indices of happiness (over time/sustained) in individuals with PMD. A multiple baseline design across participants was utilized to measure changes in indices of happiness of the participants. Participants were recruited from an adult day activity program specializing in providing assistance to individuals with disabilities. For Mary, baseline indices of happiness were 26.67% of intervals, increasing 6.76% during intervention to 33.43%. For Caleb, baseline indices of happiness were 20.84% of intervals, increasing 6.34% during intervention to 27.18%. For Mark, baseline indices of happiness were 40.00% of intervals, increasing 12.75% during intervention to 52.75%. Overall interobserver agreement was 82.8%, with interobserver agreement observations occurring during 63.04% of the observations. The results of the investigation demonstrated that presenting preferred items and activities increased the indices of happiness compared to baseline rates of indices of happiness. Results may have been more robust if the participants were assessed for overall responsiveness patterns prior to the initiation of measurement of indices of happiness.

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Dickinson, Danielle. "Changing perceptions of adults with intellectual disabilities from multiple perspectives." Thesis, University of Hull, 2017. http://hydra.hull.ac.uk/resources/hull:16052.

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This thesis portfolio comprises of three parts: Part one – Systematic Literature Review The systematic literature review explored the effectiveness of interventions to change negative perceptions of adults with intellectual disabilities. A systematic search identified 19 studies detailing various interventions. A narrative synthesis of the findings is presented, incorporating methodological critique throughout. Conclusions from the evidence base are drawn, with implications for future research. Part two – Empirical Paper The empirical paper explored the impacts of a theatre company on perceptions and understandings of intellectual disabilities from multiple perspectives including; members of the theatre company with intellectual disabilities, significant people in their lives, and members of the wider community. A qualitative approach was adopted, particularly thematic analysis. Four superordinate and nine subordinate themes were identified, acknowledging the connectivity, normality and growth associated with the theatre company, and offering recommendations for similar organisations. The findings are discussed relative to theoretical and empirical literature, culminating in implications of the results and avenues for future research. Part three - Appendices The appendices provide supplementary information for parts one and two, and also includes an epistemological statement and a reflective statement.

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Cole, Shana. "Caregiving for a Child with Multiple Disabilities: A Mother's Story." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3696.

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Multiple disabilities does not just affect the individual, it affects caregivers as well. Once a child and parent receives the diagnosis of multiple disabilities they find themselves in a new territory, a new mindset. This study is a longitudinal autoethnographic personal narrative of a mother of a child with multiple disabilities using an intimate inquiry framework. Intimate inquiry allowed me as the researcher to explore my experiences as a reflection of the culture of caregivers of children with multiple disabilities. The purpose of this research was to attempt to understand what it means to raise a child with multiple disabilities from the inside with regards to the positive and negative transformations associated with raising and educating a child with multiple disabilities while achieving personal growth. Findings from my autoethnography suggest that caregivers from all aspects of the child’s life (family, home, school, child care, medical professionals) may share similar experiences and reactions addressed in the themes I identified. While this study specifically relates to caregiving for a child with multiple disabilities, it has the potential to relate to caregivers of any nature; those caring for their children, a spouse, or a parent or other family member.

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Claney, Anita. "Living with multiple disabilities: Design for adult day program facilities." Thesis, The University of Arizona, 1999. http://hdl.handle.net/10150/278713.

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This thesis applies a design programming process to users with multiple, severe disabilities. The goal is to increase independent functioning, self-efficacy and competency through design. The example used in this thesis is the design of day program facilities for adults with multiple, severe disabilities. The existing state of disability in the United States is analyzed. This includes the models of disabilities, historical aspects of the disability movement, the design professions' response, multiple disabilities and day program facilities. Hershberger's Value-Centered programming process is discussed. Its' determinants of architecture are applied to day program facilities and the consumers who attend such programs. Generalized values and issues are presented as background information and applied to a hypothetical design project for a day program facility. Future applications and research are recommended to facilitate the process of including users with special needs in the design programming process.

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Kennedy-Murray, Linda N. "Teachers' Perceptions and Practices of Multiple Intelligences Theory in Middle Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2071.

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Despite instructional changes and administrative support, students with learning disabilities in a middle school located in Georgia did not meet the state expectations to perform at their grade level in core subjects on the state's standardized test. The purpose of this correlational study was to determine whether a relationship existed between teachers' familiarity with Gardner's multiple intelligences (MI) theory and the MI instructional strategies they used in the classroom setting. Gardner's MI theory was used as the theoretical foundation, which supports the idea that if teachers can identify the intelligences (e.g., interpersonal, intrapersonal, visual/spatial, musical, bodily/kinesthetic, mathematical/logical, verbal/linguistic, and naturalistic) in each child and then teach to those abilities, the child will learn better. The sample included 61 middle school teachers who participated in Gardner's MI familiarity and MI practices online self-report survey. Data were analyzed descriptively and inferentially using correlations and regression. The results revealed that a majority (61%) of teachers were unfamiliar or only somewhat familiar with Gardner's MI theory. A simple linear regression revealed no significant relationship between teacher classroom practices and familiarity with Gardner's theory. Recommendations included conducting additional research on MI with a larger sample; additional research was also recommended on the best classroom practices for teachers to support a wide range of diverse learners. Implications for positive social change include providing the local site with information and recommendations that will further the dialogue related to what schools can do to promote learning and academic success for all students.

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McLinden, Michael Timothy. "Haptic exploratory strategies and children who are blind with multiple disabilities." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390854.

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Terra, Amy Ann. "Connections: Social media and parents raising children with profound multiple disabilities." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3665.

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Parenting plays an important role in many adult lives. Parenting a child with profound multiple disabilities results in a distinct parenting experience. This qualitative phenomenological study examined the role of social media in the lives of parents raising children with profound multiple disabilities. Five parents raising children with profound multiple disabilities were interviewed, and resulting themes were identified. Consistent with previous research, parents described the initial adaptation to their child’s disability-related needs as the most challenging period of their parenting to date. Adaptation was followed by an acclimation to a new normal of their parenting experience. Parents described moving from medical crises, feelings of isolation, and unfamiliarity with resource systems to becoming empowered through interactions with other parents raising children with profound multiple disabilities, both in-person and through social media. Parents focused on three areas with their social media efforts: their own social needs, their child’s social needs, and their child’s disability-related needs. To address disability-related needs, parents used a social media bricolage approach to create a composite of social media group memberships that reflected their child’s complex medical, disability and intervention profiles. Parents described social media use as daily and essential to their functioning both personally and within their parenting. However, parents prioritized in-person social connections and utilized social media to make and maintain relationships both online and in-person. Parents expressed awareness and deliberate use of privacy settings in using social media. Parents described common pitfalls to social media use and described engaging in disability awareness through social media. Parents described social media as providing a sense of community through which they became empowered in their parenting. They also networked through in-person and virtual social interactions. Social media provided these parents with a networked community empowerment experience as they parented their child with profound multiple disabilities.

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Van, Colle Susan Judith. "Music therapy process with young people who have severe and multiple disabilities." Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288927.

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Reilly, Ellen Therese. "Ableism in Education: A Case Study of a Student with Multiple Disabilities." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51177.

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This phenomenological case study examines the journey of one female with multiple disabilities and how she achieved success in school against difficult odds. It relies on an overview of the disability movement, related legislation from the 1960s to present, and compares the theoretical models of disability. This framework of historical, political, medical, social, and ableist approaches to disability sets the stage for the study which relies on extensive open-ended interviews, a document review, audio recording of an Individual Education Program (IEP) meeting, and a researcher journal to elucidate the role of ableism in education. Data sources for the research included interviews with the student, her family, and her teacher/tutor, as well as a review of her individualized education plans and medical notes. A research journal that draws on the author's 15 years of experience as her interpreter and as a family friend was also used. The research begins with an examination of the disability rights movement which has led to disabled people moving into mainstream society. An explanation of how the effect of ableism in schools impacts students with disabilities is provided. The relevant legislative acts and policies in education are reviewed to explain how they were established to assist students with disabilities to become financially and socially independent after graduation from high school. Finally, this dissertation will introduce ways educators can effectively end an ableist attitude toward students with disabilities in order to assist students with disabilities obtain greater opportunities after graduation from high school.
Ed. D.

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Davis, Mary Jane. "Educators' Perceptions of Assistive Technology for Students With Severe or Multiple Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/993.

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Assistive technology (AT) is defined as any tool that can help integrate students with severe or multiple disabilities (SMD) into learning activities. As mandated by federal law, AT must be considered for all students with disabilities. Educators, however, do not consistently embrace low and mid tech AT devices in reading and the language arts, thus limiting student engagement in learning activities. The purpose of this study was to explore educators' perceptions of their experiences regarding the acquisition and the use of low and mid tech assistive devices with students with SMD. This study builds on the existing literature base of using AT to increase student participation in literacy activities, thus moving students through Vygotsky's zone of proximal development from limited performance to independent performance. Research questions in this study addressed (a) educators' experiences regarding the use of AT for students with SMD, (b) educators' perceptions of AT use for students with SMD, and (c) strategies educators use to match AT to students with SMD. A qualitative phenomenological research design utilizing interviews with educators and unobtrusive data collection was used to determine the effectiveness of the incorporation of AT devices in learning activities for students with SMD. Results indicate that educators have limited AT use and little or no training. This study indicates the need for formal and informal AT training for educators and contributes to social change by enhancing the literature on academic modifications and adaptations with the use of low and mid tech assistive device interventions. Implications for social change include improving teaching practices for students with SMD.

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Vargas-Robinson, Claudia. "Identifying Strategies to Support the Communication of Prelinguistic Bilinguals with Severe Disabilities." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108270.

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Thesis advisor: Susan Bruce
The prevalence of children with severe and multiple disabilities who come from culturally and linguistically diverse backgrounds increased considerably with the rise of immigration to the U.S. However, there is very little research about the way that children with disabilities who come from a culturally and linguistically diverse background communicate and develop communication skills (Mueller, Singer, & Carranza, 2006). Furthermore, there is no established term for describing this group of children. That is why this study uses the term Prelinguistic bilinguals to define individuals who use one or more languages at a nonverbal level in their everyday lives. This definition of prelinguistic bilinguals was built upon Grosjean’s (2010) definition of bilingualism. Knowing how prelinguistic bilingual children communicate and develop communication skills is fundamental for their educational team in order to effectively interact and support the children’s communication, which in turn would have a positive effect on their learning outcomes. The main goals of this study were to describe the communication of prelinguistic bilingual children and to learn more about what teachers, teacher assistants, speech language pathologists, and parents do to support their communication in English and Spanish. This qualitative study uses a constructivist theory approach to make in-case and across-case analyses of three case studies. Findings for the study indicated that prelinguistic bilingual children were not only aware of a difference between the two languages, but could also express a preference for one of their languages. Most of the communication supports that the participating adults provided for prelinguistic bilingual children were the same communication supports used for monolingual children developing language, which did not consider the children’s bilingual needs
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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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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Ip, Chuk-kuen, and 葉竹娟. "Effects of metacognitive instructional strategies on reading comprehension of children with multiple disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196235X.

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Durkin, Josephine. "Developing powered mobility with children who have multiple and complex disabilities : moving forward." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426977.

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Axelsson, Anna Karin. "Children with profound intellectual and multiple disabilities and their participation in family activities." Doctoral thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. CHILD, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-23728.

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Background. Families are essential parts of any community and throughout childhood one’s family serves as the central setting wherein opportunities for participation are offered. There is a lack of knowledge about participation of children with profound intellectual and multiple disabilities (PIMD) in family activities and how improved participation can be reached. Gathering such knowledge could enable an improvement in child functioning and wellbeing and also ease everyday life for families of a child with PIMD. Aim. The overall aim of this thesis was to explore participation seen as presence and engagement in family activities in children with PIMD and to find strategies that might facilitate this participation. Material and Methods. The research was cross-sectional and conducted with descriptive, explorative designs. First a quantitative, comparative design was used including questionnaire data from 60 families with a child with PIMD and 107 families with children with typical development (TD) (I, II). Following that, a qualitative, inductive design was used with data from individual interviews with parents of 11 children with PIMD and nine hired external personal assistants (III). Finally a mixed method design was conducted where collected quantitative data was combined with the qualitative data from the previous studies (IV). Results. It was found that children with PIMD participated less often, compared to children with TD, in a large number of family activities, however they participated more often in four physically less demanding activities. Children with PIMD also participated in a less diverse set of activities. Additionally, they overall had a lower level of engagement in the activities; however, both groups of children showed higher engagement in enjoyable, child-driven activities and lower engagement in routine activities. The motor ability of the child with PIMD was found to be the main child characteristic that affected their presence in the family activities negatively and child cognition was found to be the personal characteristic that affected their engagement in the activities. The child’s presence and engagement were influenced to a lesser extent by family socio-economic factors when compared to families with children with TD. Parents and hired external personal assistants described several strategies to be used to improve participation of the children with PIMD, such as by showing engagement in the activities oneself and by giving the child opportunities to influence the activities. The role of the hired external personal assistant, often considered as a family member for the child, was described as twofold: one supporting or reinforcing role in relation to the child and one balancing role in relation to the parents/the rest of the family, including reducing the experience of being burdened and showing sensitivity to family life and privacy. Conclusion. A child with PIMD affects the family’s functioning and the family’s functioning affects the child. Child and environmental factors can act as barriers that have the result that children with PIMD may experience fewer and less varied activities that can generate engaged interaction within family activities than children with TD do. Accordingly, an awareness and knowledge of facilitating strategies for improved participation in family activities is imperative. There needs to be someone in the child’s environment who sets the scene/stage and facilitates the activity so as to increase presence and engagement in proximal processes based on the child’s needs. The family, in turn, needs someone who can provide respite to obtain balance in the family system. External personal assistance includes these dual roles and is of importance in families with a child with PIMD.

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Murdoch, Heather Rosemary. "Repetitive behaviours in children with sensory impairments and multiple disabilities : a developmental approach." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366173.

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Cleveland, Jackie. "The effects of multiple prompting on acquisition training for individuals with intellectual disabilities." abstract, 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1456403.

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Ip, Chuk-kuen. "Effects of metacognitive instructional strategies on reading comprehension of children with multiple disabilities." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500785.

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Clements, Hannah. "An evaluation of two interventions on the phonetic repertoire of children with multiple disabilities." Thesis, University of Canterbury. Communications Disorders, 2009. http://hdl.handle.net/10092/2897.

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Children who have multiple disabilities often have complex communicational needs (Crickmay 1966; Orelove & Sobsey, 1996; Van Riper & Erickson, 1996; Workinger 2005). To augment or supplement these children’s communication skills some form of alternative and augmentative communication (AAC) may be provided (Beukleman & Mirenda, 2005; Downing, 1996; Orelove & Sobsey, 1996; Stephenson & Dowrick, 2005). However it has been found that parents fear AAC will prevent focus on verbal output which is the preferred way of communication (Allaire et al 1991; Beukelman & Mirenda, 2005; Schlosser, 2003; Stephenson & Dowrick, 2005). This study investigated the impact of a combined therapy approach on the phonetic repertoire of children with multiple disabilities. In addition, changes in communication intent were also explored. Each child received intervention across four, 20-30 minute sessions per week for six weeks. Results show that all of the children made improvements, however not all changes were significant. Clinical implications of the study include the notion that working on traditional therapy techniques can improve the speech and language of children who have multiple disabilities and there is a need to look further at traditional therapies and incorporate AAC into these

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Alford, Mildred Christian. "A Narrative Analysis of Resilience and Coping in Persons Diagnosed with Multiple Sclerosis." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3742.

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A Narrative Analysis of Resilience and Coping in Persons Diagnosed with Multiple Sclerosis by Mildred C. Alford Ph.D., Ed., Berne International Graduate University, 1998 M.S. Ed., Texas A & M University, Commerce, 1989 B.S., Psychology, University of Houston, 1976 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Health Psychology Walden University June 2017

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Oliveira, Isabel Maria Rodrigues do Amaral. "Characteristics of communicative interactions between children with multiple disabilities and their non-trained teachers: Effects of an intervention process." Doctoral thesis, Faculdade de Psicologia e Ciências da Educação, Universidade do Porto, 2002. http://hdl.handle.net/10400.12/1653.

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Tese de Doutoramento apresentada à Faculdade de Psicologia e Ciências da Educação, Universidade do Porto
Children with multiple disabilities often do not use speech to communicate. Communication with such learners requires the use of non-linguistic modes of communication that are not always mastered by teachers and other adults in school. This study intended to describe the communicative characteristics of interactions between two multiple disabled non-speaking children and their teachers. Characteristics of interaction of two teacher/ child dyads as well as an intervention process designed to respond to teachers' communicative needs are described through the use of qualitative and quantitative methods. Results indicate that teachers miss opportunities for communication with learners with multiple disabilities and that an intervention procedure that decreases the number of behaviors that are not responded to by teachers does not substantially change interactions. Issues emerged from data analyses that need to be attended to when interacting with learners who do not use speech to communicate. A discussion of such issues is included in the discussion of results. Results of data analysis support the development of suggestions for practice aimed at helping teachers with no training in special education plan their communication intervention with learners with multiple disabilities. ------ RESUMO ------- As crianças com multideficiência frequentemente não usam a fala como modo de comunicação. A comunicação com estas crianças requer a utilização de meios não linguísticos de comunicação que nem sempre são do conhecimento dos professores nem de outros adultos na escola. Este estudo tem como objectivo descrever as características da comunicação entre duas crianças com multideficiência e as educadoras que com elas trabalham. Através de metodologias qualitativas e quantitativas são descritas as características das interacções entre duas díades criança/educadora, bem como um processo de intervenção destinado a responder às necessidades comunicativas expressas peias educadoras. Os resultados indicam que as educadoras perdem oportunidades de comunicação e que uma intervenção centrada na redução do número de comportamentos não respondidos pela educadora não altera substancialmente as interacções. A análise de dados permitiu a identificação de aspectos que necessitam de ser tidos em consideração nas interacções com alunos com multideficiência que não usam a fala para comunicar. Estes aspectos são discutidos no capítulo de discussão de resultados. Os resultados da análise de dados servem de base ao desenvolvimento de sugestões para a prática destinadas a auxiliar professores/ educadores não especializados no planeamento da sua intervenção a nível da comunicação com crianças multideficientes.

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Ali, Emad Mohammed. "The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195459.

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The Picture Exchange Communication System (PECS) is an augmentative and alternative communication program (Frost & Bondy, 2002). Although PECS has been effectively used to teach functional requesting skills for children with autism, mental retardation, visual impairment, and physical disabilities (e.g., Anderson, Moore, & Bourne, 2007; Chambers & Rehfeldt, 2003), there are limited studies examining the effectiveness of PECS to teach requesting skills for children with multiple disabilities including visual impairment (Lund & Troha, 2008).This study explored the effectiveness of combining tangible symbols and other adaptations with PECS to teach requesting skills to students with multiple disabilities. Specifically, the participants were four students with multiple disabilities including visual impairment who also had many challenges in communication skills. The research design was the multiple probe design across subjects, a variation of a multiple baseline design. A notable benefit to this design is that there was no need to collect continuous recordings of baseline measures, because a strong a priori assumption of stability and the possibility of causing strong participant reactions existed before introducing the intervention. Instead, the researcher made periodic recordings of baseline levels to insure no significant changes have occurred before introducing the intervention.The study included four parts: (a) the assessment of reinforcers, (b) baseline, (c) the implementation of the intervention, which was teaching the three PECS phases and conducting generalization sessions, and (d) the maintenance condition. Three important research questions were posed:1. Can students with multiple disabilities including visual impairment learn to make requests for preferred items using adapted PECS materials and procedures?2. Can students with multiple disabilities including visual impairment generalize requesting skills for preferred items using adapted PECS from training rooms to classrooms?3. Can students with multiple disabilities including visual impairment maintain requesting skills after training?The results indicated that all four participants learned requesting skills using adapted PECS, generalized the newly acquired skills to their classrooms, and maintained the requesting skills after training. Results of this study provided preliminary evidence that PECS with adaptations could be used effectively to teach requesting skills for students with multiple disabilities including visual impairment.

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Olsson, Cecilia. "The kaleidoscope of communication : Different perspectives on communication involving children with severe multiple disabilities." Doctoral thesis, Stockholm : Stockholm Institute of Education Press (HLS förlag), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1277.

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Mercieca, Duncan P. "Living otherwise : students with profound and multiple learning disabilities as agents in educational contexts." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/1129.

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This thesis address the question of agency that children with profound and multiple learning disabilities (PMLD) have in educational contexts. Teachers and educators do not usually regard children with PMLD in terms of their agency, because of their profound and multiple impairments. Discourses on children and adults with PMLD are linear, systematic, defining and closed to contingency. The discourses normally applied with regard to children with PMLD attending school are mapped out in the beginning of the thesis. The thesis provides an account of my becoming-teacher and my becoming-researcher It is my journey with students whom I worked with directly as their teacher in a segregated specialised school for children with PMLD, and also as a participant observer in two mainstream primary classrooms. The works of Jacques Derrida, Felix Guattari and Gilles Deleuze were crucial in reading the lives of these children together with mine. Nine stories with comments are the central focus of this thesis, where through the writing of these stories my own becoming-teacher is mapped out. The thesis shows how students with PMLD are able to provide teachers with spaces of possibilities in the linear and closed discourses mentioned above. Students themselves are able to introduce in the life of teachers, their classroom and at times even at school level, the ‘non-sense’ that help teachers ‘think again’ the discourses that they are working with. They are able to help teachers open up discourses, and see that they are ‘assemblages’, characterised by contingency, contradictions and aporias. Students with PMLD provide possibilities (potentials) for engagement in these assemblages. The identity of a teacher is shaken when she experiences her identity as an assemblage, but even more so when such an identity is seen as a process of becoming by engaging with the possibilities. Here the end is not important and is unknown; what is important is the process. What is argued is that the teacher’s identity is seen as becoming-teacher through becoming-PMLD. This thesis concludes that there needs to be a desire to engage with students with PMLD to continue the process of becoming-teacher.

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McMullen, Victoria B. "General case instruction in the teaching of nonsymbolic signals to learners with multiple disabilities /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974662.

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Horn, E. M., Cynthia R. Chambers, and Y. Saito. "Techniques for Infants, Toddlers, Preschoolers, and Primary-Aged Children with Severe and Multiple Disabilities." Digital Commons @ East Tennessee State University, 2008. https://www.amzn.com/0205488722.

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This text for early childhood special education pre-service and in-service teachers provides a unique and much needed focus on how to collaborate effectively with the wide variety of professionals who work with young children who have developmental delays.

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Reed, Holly Kay. "Using trans-situational interventions to build behavior supports across multiple environments /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061963.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 93-98). Also available for download via the World Wide Web; free to University of Oregon users.

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Copley, Jodie Ann. "A team-based assessment and implementation process to address the assistive technology needs of children with multiple disabilities /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17091.pdf.

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Brown, Martha. ""I seemed to understand": Mothers' Experiences of the Schooling of Their Children with Multiple Disabilities." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20083.

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Mothers of children with multiple disabilities have unique and important things to tell us about their children's schooling. In this work, the overarching question asks: How do the mothers of children with multiple disabilities narrate their experiences with their children's schooling, and what insights can their stories provide? Within a feminist framework that acknowledges participating mothers as “expert witnesses” (Traustadottir, 1991, p. 216) with important insights, this study employs a hermeneutic-phenomenological approach to develop the themes that, taken together, can be said to describe these participants' experiences. Four mothers of children with multiple disabilities were interviewed in an open-ended qualitative manner, and their experiences are thematized in this thesis. It is my hope that the stories so generously offered by the participants, and the themes which arise from them, can play a part in guiding those involved in the education of students with multiple disabilities, in changing our practice and policies in order to truly include children with disabilities and their caregivers in our schools.

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Doski, Ava. "The transition to adulthood and adult services for young people with intellectual disabilities : multiple perspectives." Thesis, University of Hull, 2018. http://hydra.hull.ac.uk/resources/hull:16574.

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This portfolio thesis consists of three parts: Part one - Systematic Literature Review The systematic literature explores and conceptualises the existing empirical literature relating to parent’s experiences of the transition to adulthood for their child with intellectual disabilities. A systematic search identified 16 studies relevant for this review. The transition process to adulthood is often accompanied by a number of processes, includes parental involvement and has psychological and financial impact on parents. The data was synthesised using a narrative synthesis approach, including the methodological critique of the studies. Conclusions from the evidence base are drawn, and implications for future research are considered. Part two - Empirical Paper The empirical paper explored the experiences of residential staff and healthcare professionals that have worked with young adults with intellectual disabilities who have been in the care of the Local Authority and transitioned to adult services. A qualitative approach was adopted, primarily a thematic analysis. Three superordinate and nine subordinate themes were identified. Participants’ experiences of the transition to adult services included what adulthood meant for young adults with intellectual disabilities once they departed from the care system, how transitions to adult services begin, and an absence of person-centred care occurs in adult services. The findings are discussed in the context of relevant theoretical and empirical literature, and the implications for services and future research are discussed. Part three - Appendices The appendices section provides a set of appendices relating to both the systematic literature review and the empirical paper. Also included in the appendices is an epistemological statement and a reflective statement, which consider the researcher’s experiences of conducting the empirical paper research.

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Linton, Jane. "How does having a child with profound or multiple disabilities affect the home/school relationship?" Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17851/.

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This study explored how having a child with a profound or multiple disabilities affects the home school relationship in a multi-cultural Special School for Primary aged children. Research has highlighted the impact upon the family in terms of coping strategies and how families with good and poor coping strategies differ. The purpose of the study was to consider how a model of systemic thinking called the Family illness systems model (Rolland 1994) might be used to understand the context in which a family might be operating, informing how the school might appropriately foster the home/school relationship. The study took a phenomenological approach using Interpretative Phenomenological Analysis (IPA) to explore the impact of having a disabled child upon the family; how this affects coping strategies of the parent, family functioning, and how this feeds into the expectations and experiences with school. 5 mothers were interviewed using semi-structured interviews. Interview data was analysed using IPA and three superordinate themes emerged: ‘making sense of life changing events’, ‘impact on family dynamics’, ‘impact of a child needing a special school’. These finding were discussed in relation to relevant literature and the initial research questions. Strengths and limitations of the research were acknowledged. Finally the findings of the study were considered in relation to educational psychology practise and for further areas of research.

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Root, Jenny R., Victoria F. Knight, and Pamela J. Mims. "A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/306.

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Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities.

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Dutt, Anuradha Salil Kumar. "The effects of skill training on preference for individuals with severe to profound multiple disabilities." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/664.

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Behavioral researchers have investigated procedures for identifying preferred items for individuals with varying levels of developmental disabilities. Some researchers in this area have reported difficulties in identifying preferred items for individuals with severe to profound multiple disabilities (SPMD), in part because the individuals may not possess the motor skills needed to select and manipulate the items included within the assessment. The purpose of the current study was to address three research questions: Would differences in preference patterns be observed if individuals with SPMD could activate toys with a motor response that is within their repertoire (i.e., press a large microswitch to activate the toy) versus when they are required to perform a motor response that may not be within their repertoire (e.g., sliding knobs, twisting dials to activate a toy)? Would teaching specific skills to activate a toy result in increased toy engagement and a shift in preference toward directly operating the toy? Would teaching the participant a motor response to activate the toy directly affect the levels of microswitch engagement observed? Data were collected within a combination multiple baseline (across 2 participants) and multielement (across conditions) design. The results of this study showed that (a) differences in preference were observed when different measures of assessing preferences were conducted, (b) acquisition of specific motor skills resulted in an increase in preference toward directly manipulating items, and (c) acquisition of motor skills also resulted in a decrease in activating items via microswitches. These results extend the preference assessment literature by showing that the motor skills present within an individual's current repertoire may affect the results of preference assessments for individuals with SPMD.

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Sandford, Heather M. "Integration of children with severe and multiple disabilities into regular pre-school and school settings /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arms2172.pdf.

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Wheeler, Geoffrey M. "An Evaluation of the Use of Eye Gaze to Measure Preference for Individuals with Multiple Disabilities." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250703534.

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van, Eyk Corrina Joanne. "Reducing the food stealing and pica of a young adult with multiple disabilities in respite care." Thesis, University of Canterbury. Health Sciences, 2015. http://hdl.handle.net/10092/10469.

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Problem behaviours occur in approximately 10 to 15% of individuals with intellectual disabilities and these behaviours most often include aggression and self-injury. Families who support young adults with multiple disabilities and problem behaviour at home often experience costs to their psychological, physical, financial and emotional wellbeing. Respite care evolved to allow families short breaks from care giving and to support families in looking after their family members at home. Furthermore, problem behaviour severely limits opportunities for individuals with multiple disabilities to interact adaptively with their environments and develop positive behaviour skills that increase the possibility of living independently in their adult years. The present study aimed first to demonstrate the utility of functional analysis of problem behaviour in respite care, and then, to reduce food stealing and pica exhibited by a young adult with multiple disabilities attending a respite care centre. Following a functional analysis that indicated food stealing and pica had the probable function of hunger reduction, two positive behaviour support plans were developed. These interventions, conducted at the respite centre three days a week by centre staff, involved strategies to teach the participant to sign “eat” in New Zealand Sign Language (NZSL) to gain access to food and increase accessibility of food in the environment to reduce pica. The results showed that introducing the NZSL sign reduced food stealing to near zero within three weeks and pica was eliminated following the combined approach of functional communication training and antecedent manipulation. Use of the communicative sign was maintained at follow-up and food stealing remained at near zero, while pica remained at zero one-month following the intervention.

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Leaning, B. "Using intensive interaction to work with people with profound and multiple learning disabilities : care staff perceptions." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445660/.

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Intensive interaction (II) is an approach to teaching the pre-speech fundamentals of communication to children and adults who have severe to profound learning difficulties and/or autism and who are still at an early stage of communication development. This review of the current literature includes an examination of changes in legislation and therapeutic work for people with profound and multiple learning disabilities (PMLD), it explores emotional literacy and the development of mother-infant interaction as a basis for the use of II with people with PMLD, and it critics the current evidence base for the use of II. Emphasis is placed on staff factors in working with people with PMLD and especially the elements of staff dynamics which occur during the implementation of II. Finally, this review suggests further research which may help to widen the knowledge base about II.

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Beyer, Wanda. "Belonging in a Grade 6 Inclusive Classroom: Three Multiple Perspective Case Studies of Students with Mild Disabilities." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1590.

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Park, Se-Kyung. "Language development of young children exposed to multiple risk factors : the mediating effect of the home environment /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074436.

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Fors, Margaretha, and Sepideh Mosleh. "Samspel och kommunikation med elever med intellektuell funktionsnedsättning och ytterligare funktionsnedsättningar : En systematisk litteraturstudie." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169809.

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I denna systematiska litteraturstudie ville vi undersöka modern forskning kring kommunikation och delaktighet för elever med flerfunktionsnedsättningar och intellektuella funktionshinder. Ämnet delaktighet för elever med flerfunktionsnedsättningar som ingår i grundsärskolans inriktning träningsskola är ett komplicerat ämne att bearbeta. Elevernas olika förmågor, förutsättningar och svårigheter att uttrycka sig gör det svårt att få insikt i elevernas egna uppfattningar. Konsekvensen av detta blir att personer med flera funktionsnedsättningar ofta blir exkluderade från forskningen. Syftet med studien är att sammanställa forskning som handlar om kommunikation och samspel med elever med flera funktionsnedsättningar på tidig utvecklingsnivå. För att samla in data till vår litteraturstudie gjorde vi vår artikelsökning i Stockholms universitetsbiblioteks (SUB) databas-samling och denna studie omfattar 12 artiklar som berörde vårt ämne. Våra urvalskriterier var att artiklarna skulle handla om elever med flera funktionsnedsättningar och kommunikationssvårigheter samt vara kopplade till lärande och skolmiljö. Kvalitetsgranskning och metodanalys samt resultatanalys av dessa kvantitativa artiklar har dels redovisats i tabellform, som bilaga och ett mer omfattande resultat återfinns i löpande text. Det sammanfattande resultatet visar att omgivningens värdegrund och attityder samt pedagogers förhållningssätt är avgörande för elevernas utveckling och lärande. Undervisningen måste individanpassas utifrån elevernas förmågor och förutsättningar med tillgänglig AKK samt med stöd av partners och mentorer för att skapa de bästa premisserna för samspel och kommunikation.

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Horn, Julie A. "Teaching functional skills to individuals with developmental disabilities using video prompting." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002389.

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Vassallo, Stephen. "Using multiple lenses to analyze a case of teaching a child academic self-regulation." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Educational Psychology and Educational Technology, 2008.
Title from PDF t.p. (viewed Aug. 18, 2009). Includes bibliographical references (p. 212-219). Also issued in print.

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Byrum, Hollie Ann. "Evaluating the Effects of Reinforcer Quality on Academic Skill Acquisition with Students With Significant Disabilities." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406309104.

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Теслик, Тетяна Петрівна, Татьяна Петровна Теслик, and Tetiana Petrivna Teslyk. "The role of evaluation scales in the diagnosis of mental and functional disabilities in patients on multiple scleros." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40593.

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On the basis of SRCH fifteen patients have been examined and diagnosed with multiple sclerosis. One patient has primaryprogressive type, fourteen others - secondary-progressive type of flow. All patients noticed the first symptoms of the disease at the age from seventeen to forty years.

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Chan, Wai-ching Florence. "Effects of sensory motor integration approach in enhancing functional skills of students with severe intellectual and multiple disabilities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35324351.

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Havey, James Michael. "The relationship among K-ABC and WISC-R scores obtained from learning disabilities referrals : a multiple regression analysis." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/441106.

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The purpose of this study was to investigate the relationship among the various scales of the Kaufman Assessment Battery for Children and the Wechsler Intelligence Scale for Children-Revised. Of particular interest was the degree to which the Wechsler Verbal and Performance IQ's contributed to the prediction of the K-ABC Mental Processing Composite and the K-ABC Achievement score respectively.The subjects were 51 students, aged 8-0 to 12-0, who had been referred for psychoeducational assessment because of suspected learning disabilities. They were evaluated with both the K-ABC and the WISC-R as part of a standard battery.Descriptive statistics and univariate correlations were computed. Multiple regression procedures revealed that significant relationships existed between the composite of predictor variables, the Wechsler Verbal and Performance IQ's, and the criterion variables, the K-ABC Mental Processing Composite and the K-ABC Achievement score when each was considered separately.Stepwise multiple regression procedures indicated that the unique contribution of the Wechsler Verbal IQ to the prediction of the K-ABC Mental Processing Composite was statistically significant. A significant relationship was not found, however, between the Performance IQ and the K-ABC Achievement score when the Verbal IQ had been statistically controlled.

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Dissertations / Theses on the topic 'Multiple disabilities'

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