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Bibliografías temáticas / Developmentally disabled children / Tesis

Tesis sobre el tema "Developmentally disabled children"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 5 de marzo de 2023

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1

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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2

Bahrami, Nahid Anna y 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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3

Lau, Wai-yee Aster y 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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4

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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5

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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6

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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7

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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8

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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9

Kearney, Penelope M., of Western Sydney Nepean University y 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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10

Thawinchai, Nuanlaor Orlin Margo N. "Gait Characteristics of Children Stepping over Obstacles /". Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/459.

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11

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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12

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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13

Prupas, Andrea Robin. "The effects of exercise frequency on the stereotypic behaviours of individuals with developmental disabilities /". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21253.

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The effects of exercise frequency on the stereotypic behaviours of four children with developmental disabilities were examined. Two exercise treatments were implemented, differentiated by frequency. The single frequency exercise treatment consisted of one daily 10 minute walk/jog session, while the multiple frequency treatment involved three 10 minute walk/jog sessions per day. Stereotypic behaviours were observed prior to the exercise sessions, as well as immediately following exercise.
The results indicated similar reductions in stereotypic behaviours with the use of both treatments. In the single frequency condition, subjects demonstrated a mean reduction of 51.6%. These data confirm the results of past research, in which a decrease in stereotypic behaviours was observed following a single bout of exercise. However, the positive results are usually short-lived. The mean reduction of 58.9% following the multiple frequency condition can be viewed as more effective than the single frequency condition because the reduction was maintained throughout different periods of the day. Inter-rater reliability of stereotypic behaviours was 86%.
The use of a multiple frequency exercise treatment informally revealed the interaction between exercise, environment, and stereotypic behaviours. Observation in the classroom suggested that as the structure of the classroom increased, stereotypic behaviours decreased. Thus, exercise combined with a structured classroom is likely to yield an optimal decrease in stereotypic behaviours.

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14

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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15

Rogers, Cheryl-lynn. "Behavioural, affective, and attentional responses of developmentally delayed and nondelayed preschoolers to task difficulty". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ44565.pdf.

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16

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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17

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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18

Saracino, Jennifer L. "Early intervention for children with developmental delays : a national inventory". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101893.

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This study was designed to examine the most common characteristics, best practices, and gaps in service delivery at Early Intervention (EI) centres across Canada. A 29-item survey designed to investigate services, funding, waitlists, satisfaction, and perceptions of success was completed by 184 service providers. Provinces and territories were grouped according to time zone and five resulting samples were compared. Samples were comparable in terms of waitlists, perception of success and government contributions. Significant differences were found in terms of the number of professionals working at the centre, with the Mountain and Eastern samples having the most multidisciplinary centres. In addition to making cross-province comparisons, Canadian findings were also explored. As the proportion of government funding decreased and private funding increased, ratings of satisfaction significantly increased. Findings were discussed in relation to the relevance to Canadian EI centres and directions for future research were explored.

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19

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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20

Beckloff, Dean R. (Dean Ray). "Filial Therapy with Children with Spectrum Pervasive Developmental Disorders". Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277755/.

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21

Osterling, Julie A. "Early identification of infants with autism and infants with a global developmental delay /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9175.

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22

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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23

Pool, Juli Lull. "Parent-completed developmental screening for preschool children : a study of concurrent validity and reliability /". Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/7498.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 136-147). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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24

Kotze, Susan Johanna. "N' Maatskaplikewerkondersoek na gesinspatrone wat 'n kind met 'n Serebrale gestrimdheid en 'n Bipolere versteuring in optimale funksionering beperk". Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-09052003-152724.

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25

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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26

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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27

Figueira, Jacob Ammon Aukai. "The effects of video self-modeling on the compliance rates of high school students with developmental disabilities /". Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2035.pdf.

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28

Bredthauer, Jennifer Lyn Johnston James M. "The assessment of preference for qualitatively different reinforcers in persons with developmental and learning disabilities a comparison of value using behavioral economic and standard preference assessment procedures /". Auburn, Ala, 2009. http://hdl.handle.net/10415/1809.

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29

Cranmer, Elizabeth Glenn Sigrid S. "The effects of PECS training on symbolic matching skills in learners with autism". [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-10997.

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30

Shillingsburg, Miriam Alice. "Manipulating reflexive establishing operations in young children with pervasive developmental disabilities". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Dissertations/SHILLINGSBURG_MIRIAM_42.pdf.

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31

Ellen, Arthur S. "Modification of the classroom adjustment rating scale for use with learning disabled and emotionally handicapped boys". Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483131.

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The purpose of the study was to establish diagnostic validity for a modified version of the Classroom Adjustment Rating Scale (CARS). To do this, two a priori multivariate contrasts were specified in order to detect differences on the three CARS scales between three groups of pupils. Subjects were 170 normal (NORM), 125 Learning Disabled (LD), and 48 Emotionally Handicapped (EH) elementary age boys who were rated by their classroom teachers. The original CARS was modified by maintaining and adding items that had high correlations with the original three scales of Acting-Out, Shy-Anxious, and Learning Problems. Results with both the CARS and modified CARS (MCARS) indicated a significant multivariate contrast between the NORM group and a weighted combination of the LD and EH groups. Also, a significant multivariate contrast between the LD and EH group resulted for the CARS and MCARS. Follow-up with discriminant analysis found 71.4% of all boys correctly classified by the original CARS scales. However, the MCARS scales resulted in only a slight improvement in overall correct classification, with 72.3% of boys correctly classified. Teacher-judged intelligence, social class, and prosocial classroom behavior were included as possible biasing variables. It was found that the set of prosocial items had considerable impact on the ratings of EH boys, thus demonstrating the importance of including positive behaviors on a rating scale.

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32

Kroeker, Rosalie. "Rhythmic behaviors in typically developing infants, and infants with later diagnosed autism or developmental delay /". Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9099.

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33

Cline, Kimberly L. "Identifying protective and risk factors in mothers of developmentally disabled children an assessment of their coping ability and strategies /". Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.088-0139.

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34

McCallon, Denise. "A Follow-Up Study of Autistic and Autistic-Like Children". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331959/.

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Autism is a lifelong handicapping disorder that occurs on a continuum of severity. Children who show mild autistic behaviors but do not meet the criteria for a diagnosis of autism are often called autistic-like, but it is not known if their development and functioning are similar to that of autistic children. A follow-up study was done on 35 autistic and autistic-like children who were an average of 3 years of age when initially seen. Initial test scores indicated that the children were similar on measures of intellectual/developmental functioning, receptive vocabulary, and adaptive functioning. Approximately 4 years later they were evaluated again. Using the Childhood Autism Rating Scale, the children were divided at follow-up into three groups: nonautistic, mildly/moderately autistic, and severely autistic. Most children made gains on intelligence tests and displayed a diminishing number of autistic symptoms. Changes in nonverbal intelligence, adaptive functioning and receptive vocabulary scores depended on group membership. The results are discussed in relation to the reported stability of cognitive functioning in young autistic children and the implications for clinical practice, early intervention, and research on attachment. The nature of the syndrome of autism is also discussed, particularly in its relation to the milder, atypical children. The superior follow-up status of the autistic-like as compared to the autistic children raises serious questions about including the two groups in the same syndrome.

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35

Belote, Martha Gene. "Comparison of parental perception and therapist interpretation of child's performance of the Peabody Fine Motor Scale". FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1489.

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Public Law 102-119 (Individuals with Disabilities Education Act of 1991), mandates that family members, if they wish, participate in developing a plan of treatment for their child. Traditionally, therapist have not relied on parental assessments based upon the assumption that parents overestimate their child's abilities. The present study compared parental perceptions about the developmental status of their child's fine motor abilities to the therapist's interpretation of a standardized assessment using the Peabody Developmental Motor Scale (Fine Motor). Thirty seven children, enrolled in an early intervention program, and their parents were recruited for the study. The results indicated that the parents and the therapist estimates were highly correlated and showed no significant differences when paired t-tests were computed for developmental ages and scaled scores. However, analyses of variances were significantly correlated for gender and number of siblings.

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36

Wong, Michelle Grace. "Vicarious futurity : parental hope and despair for their children's future". Thesis, The University of Sydney, 2007. https://hdl.handle.net/2123/28115.

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The current thesis examines vicarious futurity, or the hope and despair that parents have for the future of their children. Qualitative studies describe parents’ hope for their child’s filture as enabling them to find positive benefits from their child’s illness or disability, and the tension between vicarious hope and Vicarious despair motivating parents to strive for a better future (Barnard, 1995; Bland & Darlington, 2002; Herth, 1993; Kearney, 1994; Larson, 1998; Riley, 1997; Schall, 2000). However, there have been no studies quantifying the hope and despair that parents have for their child’s future.

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37

Hedrick, Theresa M. V. "Effects of differential consequences on responding in the analog functional analysis". Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4206.

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Thesis (M.S.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains iii, 33 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 23-26).

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38

Pinnock, Nina June. "Factors influencing transition from early intervention /". View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3112124.

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39

Valentino, Amber L. "Selection-based versus topography-based verbal behavior in production of vocalized mands in developmentally disabled children with severe language delay". Xavier University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1385995328.

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40

Callcott, Deborah. "The effect of a reflex replication program on retained primary reflexes, motor coordination, vocabulary, visual motor ability and rapid naming in preprimary aged children". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/1565.

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The link between movement and cognition is not new, but remains steeped in controversy in the educational community. One of the reasons for this controversy has been the lack of substantial research that supports the link between movement programs and observable academic benefits. The results of recent research have indicated that the retention of primary reflexes, particularly the tonic neck reflexes in young children, can result in difficulties that affect the overall functioning of the child. The retainment of reflexes may lead to clumsiness, poor eye hand coordination, poor manipulative skills and consequently academic achievement may be compromised in some children (Sugden & Wright, 1998). This research is about determining the efficacy of Primary Movement program, a reflex replication program designed to reduce the effect of these inappropriately retained reflexes (McPhillips, Hepper & Mulhern, 2000). The research began by investigating the prevalence of retained Asymmetrical Tonic Neck Reflex (ATNR), the cause of significant motor difficulties, in a sample of approximately 200 preprimary children in metropolitan Perth, Western Australia using the Schilder Neurological Test which is one of the standard neurological tests to determine the presence of this reflex (McPhillips, Hepper, & Mulhern, 2000; Morrison, 1985). EJaseline data was also established for all children in the following areas: motor skills (using Movement ABC Assessment Battery for Children (Henderson & Sugden, 1992); language skills (using Peabody Picture Vocabulary Test (Dunn & Dunn, 1997); and visual motor integration (using the Developmental Test of Visual Motor Integration (Beery, 1989). Following the gathering of this data, an intervention based on the Primary Movement program was then conducted. The effect of the Primary Movement intervention was· compared on the above variables, to the results of a gross motor intervention and a free play intervention (control). As such this thesis investigates the efficacy of the Primary Movement program as an early intervention tool for preschool children in Australia displaying retained reflexes and associated issues such as motor difficulties, is evaluated.

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41

Taylor, Diane L. (Diane Louise). "The Developmental Characteristics of Young Children Prenatally Substance-exposed". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278190/.

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The purpose of this study was to explore the developmental characteristics of young children (ages 11-60 months) with prenatal substance-exposure. A developmental rating scale, the Developmental Checklist (DC) of the Developmental Observation Checklists (DOCs) was utilized. The DC measures the domains of language, motor, social/behavioral, and cognition, as well as overall developmental status.

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42

Kwan, Yuen-yuk Rosemary y 關婉玉. "A study of the programme evaluability of Early Education & Training Centre Services". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249760.

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43

Hudson, Taryn M. "The effects of differing levels of treatment integrity on students' academic engaged time". Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1904964621&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 58-65). Issued in print and online. Available via ProQuest Digital Dissertations.

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44

Bailey, Sharon Lian Ming-Gon John Bowen Mack L. "The increased risk of learning difficulties in young children exposed to polydrugs in-utero". Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927764.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 18, 2006. Dissertation Committee: Ming-Gon John Lian, Mack Bowen (co-chairs), Barbara Fulk, John Godbold, Keith Stearns. Includes bibliographical references (leaves 84-98) and abstract. Also available in print.

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45

Zeug, Nicole M. Ala'i-Rosales Shahla S. "Increasing activities and interests in a child dually diagnosed with PDD-NOS and DS". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9003.

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Paladino, JoDe Berk Laura E. "Private speech in children with autism developmental course and functional utility /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398691&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181312973&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Laura E. Berk (chair), Karla Doepke, Stacey Jones Bock, Dawn McBride. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.

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Pfister, Ilka K. "The perceptions of parents and professionals regarding the Individual Education Plan and transition processes for children and adolescents with traumatic brain injuries". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 21.82 Mb., 359 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3221134.

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Hetzel, Virginia. "A positive learning experience with a broad-based art curriculum for a middle school's life skills class". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.
Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).

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Kwan, Yuen-yuk Rosemary. "A study of the programme evaluability of Early Education & Training Centre Services /". Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13990986.

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Graves, Marlena La Nae y Tracy Ann Schroeder. "An exploratory study of single parents raising a child with developmental disabilities". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1833.

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