Dissertations / Theses on the topic '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.
Full textWilder, 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.
Full textChambers, Cynthia R. "Teaching Children with Moderate/Severe or Multiple Disabilities." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3897.
Full textCoyle, Lindsay-Ann. "'Not fitting in' : negotiating multiple illnesses and/or disabilities." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11497/.
Full textDarling, Joseph A. "Measuring Indices of Happiness in Adults with Profound Multiple Disabilities." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645429.
Full textIndividuals 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.
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.
Full textCole, Shana. "Caregiving for a Child with Multiple Disabilities: A Mother's Story." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3696.
Full textClaney, Anita. "Living with multiple disabilities: Design for adult day program facilities." Thesis, The University of Arizona, 1999. http://hdl.handle.net/10150/278713.
Full textKennedy-Murray, Linda N. "Teachers' Perceptions and Practices of Multiple Intelligences Theory in Middle Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2071.
Full textMcLinden, 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.
Full textTerra, Amy Ann. "Connections: Social media and parents raising children with profound multiple disabilities." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3665.
Full textVan, 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.
Full textReilly, 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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Davis, Mary Jane. "Educators' Perceptions of Assistive Technology for Students With Severe or Multiple Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/993.
Full textVargas-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.
Full textThe 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
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.
Full textTitle 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.
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.
Full textDurkin, 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.
Full textAxelsson, 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.
Full textMurdoch, 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.
Full textCleveland, 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.
Full textIp, 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.
Full textClements, 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.
Full textAlford, Mildred Christian. "A Narrative Analysis of Resilience and Coping in Persons Diagnosed with Multiple Sclerosis." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3742.
Full textOliveira, 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.
Full textChildren 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.
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.
Full textOlsson, 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.
Full textMercieca, 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.
Full textMcMullen, 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.
Full textHorn, 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.
Full textReed, 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.
Full textTypescript. 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.
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.
Full textBrown, 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.
Full textDoski, 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.
Full textLinton, 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/.
Full textRoot, 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.
Full textDutt, 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.
Full textSandford, 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.
Full textWheeler, 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.
Full textvan, 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.
Full textLeaning, 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/.
Full textBeyer, 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.
Full textPark, 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.
Full textFors, 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.
Full textHorn, 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.
Full textVassallo, Stephen. "Using multiple lenses to analyze a case of teaching a child academic self-regulation." Diss., Connect to online resource - MSU authorized users, 2008.
Find full textTitle from PDF t.p. (viewed Aug. 18, 2009). Includes bibliographical references (p. 212-219). Also issued in print.
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.
Full textТеслик, 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.
Full textChan, 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.
Full textHavey, 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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