Relevant bibliographies by topics / Children with mental disabilities Mental retardation / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Children with mental disabilities Mental retardation.

Dissertations / Theses on the topic 'Children with mental disabilities Mental retardation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Children with mental disabilities Mental retardation.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Lee, Ho-yee Flora. "Parents' knowledge about mental retardation and their attitudes towards their mentally." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782764.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kobe, Frank H. III. "Depression in Children with Mental Retardation and Developmental Disabilities." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392812462.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kobe, Frank H. "Depression in children with mental retardation and developmental disabilities /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688507504852.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Beck, Alexandra. "Maternal expressed emotion towards children with and without learning disabilities." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273879.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rikhotso, Tsakani Glory. "Phenomenological experiences of mothers of children with mental retardation in Mopani and Vhembe districts, Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1444.

Full text
Abstract:
Thesis (M.A. (Psychology)) --University of Limpopo, 2013
This study explored the phenomenological experiences of mothers of children with mental retardation in two special schools (i.e. Fulufhelo and Pfunanani). The former is in Vhembe while the later is situated in Mopani district in Limpopo province. A qualitative approach was followed and participants were selected using purposive sampling. The sample consisted of 24 members (12 for individual interviews and 12 for focus group) whose children were diagnosed with mental retardation at the time of the study. Data were collected through unstructured interviews and analysed using interpretative phenomenological analysis. The following psychological themes emerged from the study: mothers’ subjective understanding of mental retardation; mothers’ understanding of the causes of mental retardation; living with a mental retarded child; psychological reactions of mothers to a diagnosis of mental retardation and mothers’ causal explanation of mental retardation. The present study discovered that all families with mentally retarded children are directly or indirectly affected by this condition.
APA, Harvard, Vancouver, ISO, and other styles
6

Ma, Oi Yee Regine. "Physical activity in school environment for students with mental retardation." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/449.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Leung, Lai-ngor Jacka. "Understanding of indirect imperative in Cantonese speaking children with mental retardation." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209661.

Full text
Abstract:
Thesis (B.Sc)--University of Hong Kong, 1998.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
8

Lau, Man-yee. "Cohesion in narratives of Cantonese-speaking children with and without mental retardation." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36207925.

Full text
Abstract:
Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
9

Carter, David E. "Diagnostic and classification accuracy for mildly mentally handicapped children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/31112.

Full text
Abstract:
The purpose of this study was to examine the diagnostic and classification accuracy of placement decisions for Mildly/Educably Mentally Handicapped (M/EMH) children in British Columbia. Evidence from the United States suggests that classification decisions are often made on the basis of idiosyncratic student behaviours and the subjective opinions of educators, not on the basis of empirical evidence. Although Canadian special education practice is often based on that of the U.S., no major study of the accuracy of diagnosis and classification has been undertaken in this country. Based on a review of the literature, internationally accepted criteria for the diagnosis and classification of M/EMH students were formulated. In addition, variables that might influence the use of these criteria were identified. Elementary age students from two metropolitan Vancouver school districts who had been suspected of being M/EMH during a two-year period served as subjects (n=106). Of these 57 were classififed as M/EMH and 49 were classified as regular education. An evaluation of IQ, adaptive behaviour, reading and arithmetic achievement, maladaption, and visual and hearing acuity was performed for each subject. Preliminary data analyses permitted the formation of an achievement composite score and the pooling of subjects from the two districts. Using an internationally accepted two-factor diagnostic model, analyses were performed to investigate the classification accuracy for the sample. Cut-off criteria used with the two-factor model were adjusted to those of both the American Association for Mental Deficiency and the draft B.C. Special Education Guidelines. Where subjects could not be confirmed by the application of these models, sources of classification error were identified. Next, a series of discriminant function analyses, each representing a historical step in the development of diagnostic and classification models, were performed and the classification accuracy of each examined. Finally, a full model of all measured variables was examined using both a forced discriminant function procedure and a step-wise technique. The findings suggested that a combination of the adaptive behaviour, IQ, and achievement variables provided the highest classification accuracy. This result is consistent with much of the research from the U.S. IQ scores were found to consistently dominate classification decisions. In addition, academic achievement proved to be a valid predictor, either in combination with social adaptation or maladaption. However, maladaptive behaviour, whenever entered with social adaptation, overwhelmed the latter as a descriminator of group membership. The highest classification rate for the total sample was 92.0% for the combination of adaptive behaviour, IQ, and academic achievement. Although visual and hearing acuity were not found to be related to group membership, it was discovered that testing for these variables was not occurring in the districts studied in accordance with accepted best practice. A disproportionate number of M/EMH students proved to be untestable using school-based audiological and visual sweep testing techniques. In cases of untestability, the assumption that the child can see and hear within normal tolerances appears to be made, and efforts to use alternative testing procedures are not pursued. In addition, visual and hearing testing appears to occur after the administration of standardized cognitive tests, and not before, as best practices would dictate. The principal contributions of this research are (1) that it is the first major study of diagnostic and classification accuracy with a Canadian M/EMH population, (2) that it advises the inclusion of academic achievement as a domain of adaptive behaviour based on empirical evidence of the importance of that variable in diagnosing M/EMH, and (3) it examines the role of auditory and visual acuity testing in M/EMH diagnosis and classification.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
APA, Harvard, Vancouver, ISO, and other styles
10

Pilusa, Ngoakoana Emma. "The impact of mental retardation on family functioning." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09182008-143420.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Doran, Kirk. "A descriptive study of the assessment of music aptitude in students with mental retardation /." This electronic address not available when searched on Jan. 25, 2005, 1998. http://www.isr.bucknell.edu/catlinks/kdwebthesis.html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Herbranson, Marcheta. "Activities to increase the social awareness of learning handicapped children in kindergarten." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Hindes, Andrea R. "The Buffering Effect of Sibling Relationships on Problems with Peer Experiences and Psychological Functioning in Children with Cognitive Disabilities." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/psych_diss/20.

Full text
Abstract:
This study examined mechanisms by which sibling relationships may buffer the harmful effects of negative peer experiences on the psychological adjustment of children with mental retardation (MR) or learning disabilities (LD). The study broadened existing findings with typically developing children and examined the effects of sibling social competency training on peer experiences and the impact of sibling relationship qualities, including warmth and positivity, supportiveness, conflict, and negativity, on children’s loneliness, internalizing, and delinquent behavior problems. The participants included 100 families with children who were between 8 and 10 years old. The families had a sibling dyad in which the target child had MR (n = 36), an LD (n = 43), or was typically developing (n = 21), while siblings were typically developing. Parents, target children, and siblings completed questionnaires and interviews assessing family and peer relationships. Sibling dyads completed a video-taped interaction. Results indicated that, as predicted, children with an LD or MR experienced significantly lower rates of positive peer experiences and significantly higher rates of negative peer experiences than did typically developing children. They exhibited significantly higher rates of loneliness and internalizing, but not delinquent, behavior problems than typically developing children. There was only partial support for the hypothesized protective effects of siblings on children’s development of adverse peer experiences. In particular, there was an indirect effect of one form of social competency training: social involvement mediated the effect of learning disabilities on adverse peer experiences. As predicted by the buffering hypothesis, emotional supportiveness by siblings moderated the impact of negative peer experiences on children’s internalizing and delinquent behavior problems. In addition, negativity within the sibling relationship moderated the effect of negative peer experiences on children’s internalizing problems while sibling conflict moderated the effect of positive peer experiences on loneliness. There were no significant effects for sibling warmth and positivity. Findings that siblings of children with MR or an LD can buffer some of the harmful effects of adverse peer experiences on psychological well being in specific instances suggest that including siblings in interventions aimed at improving peer experiences and psychological functioning may be relevant under certain circumstances.
APA, Harvard, Vancouver, ISO, and other styles
14

Williams, Deborah Nadine 1953. "BECOMING A WOMAN: THE GIRL WHO IS MENTALLY RETARDED (SEXUAL DEVELOPMENT, HANDICAPPED)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291304.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Dyer, Ronald E. d. 1953. "How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation : a case study /." This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170109/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Pang, Fung-cheung Irene. "A study on parental attitudes towards sexual behaviours of persons with mild or moderate grade mental retardation at Aberdeen Rehabilitation Centre /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115625.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Kelchner, Thomas Allen. "An approach to enhance critical thinking and problem solving skills of mentally retarded children through a broad based art education approach." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

陳加才 and Kar-choi Chan. "Chinese parents' perception of mental retardation and expectations of service provisions: the case of Guangzhou ZhiLing Special School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31248044.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Thompson, Nancy Sharlett. "Teacher training and the implementation of reading instruction for students with mild to moderate mental retardation." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2308.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Chan, Kar-choi. "Chinese parents' perception of mental retardation and expectations of service provisions : the case of Guangzhou Zhi Ling Special School /." [Hong Kong : University of Hong Kong], 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12355768.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Paskiewicz, Tracy L. "A Comparison of Adaptive Behavior Skills and IQ in Three Populations: Children with Learning Disabilities, Mental Retardation, and Autism." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/23453.

Full text
Abstract:
School Psychology
Ph.D.
Adaptive Behavior skills are the conceptual, social, and practical skills that individuals learn to be able to function in their everyday lives (AAIDD, 2008). Measuring adaptive behavior is a way to summarize the effectiveness with which individuals meet the standards of personal independence and social responsibility expected for their age and cultural group. This paper discusses the history and development of adaptive behavior as a construct, its measurement, and its relationship to intelligence. Previous research has examined the relationship between adaptive and intellectual functioning; this study investigates adaptive performance among children with disabilities while controlling for the influence of intellectual level. Children with autism, specific learning disabilities, and mental retardation were studied to determine how they fared in the adaptive subdomains of communication, socialization, and activities of daily living. Data for the study were gathered by reviewing archives from special education records in a large, urban school district. Results indicated a positive and moderate relationship between intelligence and adaptive behavior, but only in the autism group. The groups differed in their performance on the subdomains of adaptive behavior; however, the pattern of adaptive skills for each diagnostic group was unique. Children with autism were found to have deficits in socialization, children with learning disabilities were found to have deficits in communication, and children with mental retardation showed deficits in all domains. These patterns held up even when IQ was controlled; however, the groups no longer differed on communication skills, suggesting that IQ is most strongly related to communication. Finally, the study revealed that full scale IQ, activities of daily living, and communication skills discriminate mental retardation from the other groups while socialization skills discriminate autism from the other groups. Implications of these findings are discussed relative to assessment practices, differential diagnosis, program development, and progress monitoring.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
22

Moeschberger, S. L. "A secondary analysis of the cognitive effects of methylphenidate and fenfluramine in children with mental retardation and hyperactivity." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Dyer, Ronald E. "How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation: a case study." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38381.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Ngai, Irene. "Developmental Trends in Social Cognition for Children with and without Disabilities." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/36.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Dreyfus, Shoshana Judith. "When there is no speech a case study of the nonverbal multimodal communication of a child with an intellectual disability /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070815.141153/index.html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Burroughs, Edythe. "The effects of instructional mode on the skill acquisition of a recreation/leisure task by elementary students with severe mental retardation." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/832988.

Full text
Abstract:
This study investigated the efficacy of three different modes of teaching elementary school students identified as severely mentally handicapped. The modes of instruction used were one-to-one instruction, sequential group instruction, and combination concurrent/sequential. The skills trained with these methods were the operation of three recreation and leisure skills: a Spiromatic, a hand held pin ball game, and a radio. The modes of instruction were then compared on the basis of effectiveness, efficiency, and situational generalization.Three children, ages 7 to 11, from an elementary school classroom for students identified as severely and profoundly mentally handicapped were employed as subjects. Each of the three leisure skills were task analyzed and taught with a forward chaining procedure and a least-to-most intrusive form of prompting in the classroom setting.An alternating treatment design was used. The design consisted of three phases: baseline phase, experimental treatment phase, and application phase. During the experimental treatment phase the three treatment conditions were run in a counterbalanced order. The application phase involved applying the most effective training condition to teach the remainder of the three tasks to the participants.Both visual and statistical analyses were used to examine the data obtained. The split middle approach was employed to conduct the visual analysis. Repeated measures multivariate analysis of variance was used for the statistical analysis.Results of the analyses generally suggest that one-to -one instruction was superior in terms of effectiveness and efficiency. This was true for all subjects with the exception of one subject for whom one-to-one and sequential instruction were found to be equivalent in terms of effectiveness. However, the degree to which this method was better did vary among subjects. Situational generalization occurred equally with all three modes examined.
Department of Special Education
APA, Harvard, Vancouver, ISO, and other styles
27

Pang, Fung-cheung Irene, and 彭鳳祥. "A study on parental attitudes towards sexual behaviours of persons with mild or moderate grade mental retardation at AberdeenRehabilitation Centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31249036.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Carpentieri, Michelle Lee. "The Effect of High-Probability Request Sequences on Latency to Comply with Instructions to Transition in a Child With Severe Mental Retardation." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33138/.

Full text
Abstract:
This study investigated the effect of implementing high-probability request sequences prior to the delivery of instructions to transition in a child with severe mental retardation. Data were collected on latency to comply with a low-probability request to transition and a modified version of the low-probability request. Implementation of high-probability request sequences resulted in shortened latencies to comply with the modified low-probability request instructing the child to engage in a preferred activity located at the endpoint of the transition.
APA, Harvard, Vancouver, ISO, and other styles
29

Webber, Heidi. "Exploring perspectives of South African fathers of a child with Down syndrome." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13535.

Full text
Abstract:
A mere glance at a family photograph of the Victorian era leaves little doubt of the position of the figure exuding impervious, authoritarian detachment. Austere, rigid and solemn, it is not hard to guess who cast the shadow over the picture. Arrestingly imposing in his role as backbone of the family, this is the nineteenth century legacy image of the father. However, the last century has seen fatherhood redefine itself and the more liberal, lenient and openly loving figure replaced the strict patriarchal model. In contemporary times, fathers are regularly seen comfortably behind a stroller, outdoors with children on their shoulders, at home tousling with their children, and considerably more involved in school and social events. Unashamedly, fathers have moved toward both acknowledging and displaying a softer paternal image. By definition fatherhood is a decidedly individual concept and a unique experience, involving much more than being the male parent in a family, the family protector, or the provider of paycheques. Although the past decade has seen a surge of research and interest in fatherhood with an increased recognition that the involvement of fathers contribute to the well-being, cognitive growth and social competence of their children, there remains a deficit in research on the experiences, perceptions and involvement of fathers of children diagnosed with Down syndrome. And whilst most of this knowledge base is extrapolated from studies about the mother’s experience, true understanding requires that fathers are studied directly. Mothers and fathers respond differently to the pressure associated with raising a child with Down syndrome and literature supports the common view that men are less likely and easy to engage in therapy than women, are less likely to attend therapy, or seek help for physical or psychological problems. For fathers of any differently abled child, the distance between the idealized fathering experience and the actual one may be enormous. Based upon the patriarchy model of the family, in many conventional homes, the wife and mother is like a thermometer, sensing and reflecting the home’s temperature, whilst the father and husband is like the home’s thermostat, which determines and regulates the temperature. The equilibrium of the father plays an important role in his ‘thermostat settings’ to set the right temperature in the marriage and his family. Having a differently abled child is almost never expected and often necessitates a change in plans as the family members adjust their views of their own future, their future with their child, as well as how they will henceforth operate as a family.Some fathers may experience uncertainty about their parenting role of a child diagnosed with Down syndrome, often resulting in peculiar behaviours of the father. This may include engrossing themselves into their work, hobbies, sport, and so forth, almost abdicating their duty as father; believing that the mother knows best (sometimes using their own lack of knowledge as a cop-out); or, they simply withdraw because the mother takes such complete control of every aspect of the child that the father feels inadequate, superfluous, and peripheral as parent. Each parent grieves the ‘loss’ of the child they expected in their own individual way. However, such a highly emotive situation may be compounded by the following aspects: the undeniable pressure of caring for the differently abled child; the additional financial burden; a waning social life; and, the incapacity to cope emotionally whilst invariably displaying the contrary purely to create the illusion that they are indeed coping. Fathers need to develop strategies and skills to cope with the very real and practical needs of parenting their child with Down syndrome, to furthermore minimize relationship conflict and misunderstanding, and to support their child’s optimal development. How these specific issues are embraced and managed may dramatically influence the peace and harmony of family life as well as the marital relationship. This study explores the perspectives of fathers of a child with Down syndrome to ultimately support this unique journey as they navigate their way through “Down”town Holland, as illustrated in the analogy to follow.
APA, Harvard, Vancouver, ISO, and other styles
30

Chan, Ho-yi Cammy, and 陳可儀. "An exploratory study on group work practice for parents of mentally retardation children in general hospital setting." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31248536.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

VanHorn, Renee E. Minick. "Maternal perinatal events as predictors of educational placement : computation of relative risk ratios." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159152.

Full text
Abstract:
This study examined the relative risk of perinatal complications in common childhood disorders. Specifically, the ability of perinatal complications to predict membership into children's disorders was studied. The sample consisted of 634 normal children and children with mental retardation, learning disabilities, and emotional handicaps, whose mothers completed the Maternal Perinatal Scale (WS). Seven MPS items significantly contributed to the prediction of the mentally retarded, learning disabled, emotionally handicapped, and regular education groups. The two significant discriminant functions correctly classified about 46% of the students, with the greatest misclassification occuring for those with emotional handicaps. When the separate disorders were collapsed to form a single group, eleven MPS items significantly contributed to the prediction of the special education and regular education groups. The linear composite from discriminant function analysis correctly classified about 74% of the students. Some 89% of the special education students were correctly classified. When MPS factors were used as predictors, 90% of the special education students were correctly classified. Seven MPS factors comprised the discriminant function. Relative risk ratios were computed for each perinatal item. Significant relative risk ratios included maternal weight over 151 pounds, saddle block anesthesia, no anesthesia, stress during pregnancy, prenatal care, medically induced labor, unplanned pregnancy, medication use during pregnancy, hypoxia, and cigarette use during pregnancy. An overall relative risk of 6.35 was computed based on the linear composite of perinatal variables defined by the discriminant function, suggesting that a suggesting that a synergism of perinatal complications makes a child over 6 times more likely to be placed in special education. A second overall relative risk of 3.83 was derived from the linear composite of MPS factor scores. This indicated that children with a perinatal history marked by this particular combination of perinatal complications were nearly 4 times as likely to require special educational services. Results were discussed in terms of comorbidity among special education categories. The potential use of the MPS as a screener for early intervention was also discussed.
Department of Educational Psychology
APA, Harvard, Vancouver, ISO, and other styles
32

Esbensen, Anna Johanna. "Depression in individuals with mental retardation an evaluation of cognitive theories /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085591280.

Full text
Abstract:
Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 185 p.; also includes graphics. Includes bibliographical references (p. 134-145). Available online via OhioLINK's ETD Center
APA, Harvard, Vancouver, ISO, and other styles
33

DiGiammarino, Marie Morreau Lanny E. "Functional music skills of persons with mental retardation." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014745.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 21, 2005. Dissertation Committee: Lanny Morreau (chair), Ming-Gon Lian, Mack Bowen, Ramesh Chaudhari, Alan Repp. Includes bibliographical references (leaves 107-112) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
34

Schoumans, Jacqueline. "Gene dose imbalances in children with mental retardation /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-175-X/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Patchareewun, Khumnirdpetch Morreau Lanny E. "A service delivery system for persons with mental retardation in Thailand." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101117.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 8, 2005. Dissertation Committee: Lanny E. Morreau (chair), John Ming-Gon Lian, Paul J. Baker, Ramesh B. Chaudhari, Pamela H. Wheeler, Alan C. Repp. Includes bibliographical references (leaves 90-100) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
36

Wiltz, James. "Identifying factors associated with friendship in individuals with mental retardation." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1122928929.

Full text
Abstract:
Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains x, 159 p.; also includes graphics. Includes bibliographical references (p. 148-159). Available online via OhioLINK's ETD Center
APA, Harvard, Vancouver, ISO, and other styles
37

Hage, Cecilia. "Samma arena? : en studie om hur genus konstrueras i musikterapeutledd musikundervisning för elever i grundsärskolans träningsinriktning." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1948.

Full text
Abstract:
Denna studie undersöker om/hur genusmönster produceras i det verbala språket inom musikundervisning, ledd av musikterapeut, i grundsärskolans träningsinriktning. Undersökningen utgår från forskningsfynd gällande pedagogers reproducerande av genusmönster inom området skola och förskola och ämnar undersöka de av dessa fynd som faller inom ramen för den verbala kommunikationen inom kontexten musikundervisning i grundsärskolans träningsinriktning. Fem lektioner i fem klasser/grupper fördelade på tre musikterapeuter har studerats. Sammanlagt 23 elever, 9 flickor och 14 pojkar finns med i materialet. Lektionerna filmades och utskrifter av lektionerna skrevs, utifrån vilka analysen gjordes. Resultatet indikerar att samma genusmönster som observerats i tidigare forskning gällande förskola och grundskola endast observeras i enstaka delar av materialet samt att vissa genusmönster försvinner och andra förändras vilket indikerar att elever inom ramen för musikundervisning i grundsärskolans träningsinriktning befinner sig i en annorlunda kontext vad gäller genus än barn i förskola och grundskola.
This study investigates how gender is reproduced concerning verbal communication within music lessons led by music therapists in compulsory school for children with severe learning impairments. The study is based on earlier research regarding teachers reproduction of gender patterns within pree school and compulsory school, and aims to examine whether similar productions of gender patterns can be foundconcerning verbal communication in the context of compulsory school for children with severe learning impairments. Five lessons in five classes/groups conducted by three music therapists were included in the material. 23 pupils, 9 girls and 14 boys participated. The lessons were video recorded and transcripts were made of each lesson out of which the analyses were made. The result suggests that patterns similar to those observed in earlier research could only be observed in small parts of the material and that some of the gender patterns are not visible and others are different which suggests that pupils within the music education in compulsory school for children with severe learning impairments are situated in a different context regarding gender than children in preschool and compulsory school.
APA, Harvard, Vancouver, ISO, and other styles
38

Schwartz-Mitchell, Jennifer L. "The effects of supported employment level on the psychosocial experiences of integrated workers with mental retardation." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1442.

Full text
Abstract:
Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 133 p. Includes abstract. Includes bibliographical references (p. 95-111).
APA, Harvard, Vancouver, ISO, and other styles
39

Orlemann, Richard Kerr. "An overview of services for people with mental retardation in Pennsylvania." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.

Full text
Abstract:
Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1993.
Source: Masters Abstracts International, Volume: 45-06, page: 2955. Abstract precedes thesis title page as [2] preliminary leaves. Typescript. Includes bibliographical references (leaves 54-55).
APA, Harvard, Vancouver, ISO, and other styles
40

Lumley, Vicki Ann. "An assessment of assertion skills among adults with mild mental retardation." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2121.

Full text
Abstract:
Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xiii, 175 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 76-84).
APA, Harvard, Vancouver, ISO, and other styles
41

Hodge, Jennifer Faison. "Physical activity levels of students with mental retardation and students without disabilities /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398195326029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Golding, Laura. "The effect of relocation on people with learning disabilities and challenging behaviour and a descriptive analysis of the relationship between service user and staff behaviour." Thesis, Bangor University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361256.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Lau, Luen-fong Sandra. "Severely mentally handicapped school leavers in Hong Kong preparation & placement /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B3862607X.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Bauman, Samuel. "Parents of children with mental retardation coping mechanisms and support needs /." College Park, Maryland : University of Maryland, 2004. http://hdl.handle.net/1903/1954.

Full text
Abstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
APA, Harvard, Vancouver, ISO, and other styles
45

Brown, Elaine Christine. "Classification of psychopathology in children with mental retardation: An empirical approach /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942739807166.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Cordes, Trudy Lyn Education Faculty of Arts &amp Social Sciences UNSW. "A conceptual approach to the work, leisure and retirement education of adults with an intellectual disability." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/32265.

Full text
Abstract:
Work, leisure and retirement are fundamental aspects of life for individuals with an intellectual disability, just as with the general population. Many educational efforts have taught knowledge and skills to persons with an intellectual disability to improve their functioning in the work and leisure domains. More recently, retirement concerns have become particularly salient because so many individuals now live much longer. The present study looked at using a conceptual approach to improve education in these three domains. It employed the principles that instruction works much better when it proceeds from an individual=s existing concepts and that instruction should teach useful concepts that an individual can apply to improve his or her real world functioning. This conceptual approach has not been used much with the education of persons with an intellectual disability. In Study 1, sixty adults with an intellectual disability were interviewed to determine their existing concepts of work, leisure and retirement and their work and leisure histories. Most had solid concepts of work and leisure, but with some gaps, particularly in notions of volunteer work and occupational status. Most reported satisfactory work and leisure lives. Most had a relatively poor concept of retirement at best and had done little or no retirement planning. These data suggested some key targets for an educational program to improve their knowledge and functioning in these domains. In Study 2, these data were used to develop an instructional program that focussed on gaps in knowledge of volunteer work, banking, budgeting and participation in satisfying leisure activities and in retirement planning. This instructional program was delivered over eight weeks to a class consisting of nine adults with an intellectual disability, with some success. This general conceptual approach can be usefully applied to teaching in other important domains with persons with an intellectual disability. They can be taught key concepts which they can use to live their lives more purposely and independently.
APA, Harvard, Vancouver, ISO, and other styles
47

Coomer, Rachel. "Experiences of parents of children with mental disability regarding access to mental health care." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6969_1319019499.

Full text
Abstract:
The purpose of this study was to explore the challenges parents of children with mental health disabilities and disorders in Namibia face when attempting to access mental healthcare resources. The study used a qualitative exploratory approach. Purposive sampling was used to include parents, caregivers and relatives of children with metal health disabilities and disorders. The sample also included key informants. Data was collected through focus group discussions with the participants and individual interviews with the key informants. Overall, a total of 41 people provided information for this study. Thematic data analysis was used to assess the data. The results suggest that parents/caregivers and relatives of children with mental health disabilities and disorders do experience barriers accessing mental health care. The challenges go beyond commonly-reported problems in the literature such as stigma and discrimination and include basic challenges such as a lack of transportation to healthcare services and a lack of acceptance of the mental health disorders by the parents. The study offers recommendations for how service provision can be improved and how parents of children with mental health challenges can have better access to services.
APA, Harvard, Vancouver, ISO, and other styles
48

Hall, Jeanna Kay. "All God's children an inclusive Sunday school program for children with mental disabilities /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0252.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Young, Sadie. "Personal constructs of intellectually disabled people." Thesis, Manchester Metropolitan University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262355.

Full text
Abstract:
The main focus of this thesis is to investigate the mental worlds of intellectually disabled people. It is intended to provide information about how members of this population construe their environments and how recent changes in the philosophy of care have affected their construct systems. Personal construct theory is used as the model that underpins the studies in the thesis and a modified version of repertory grid technique is developed and used to explore physical and social aspects of each subject's environment. After a pilot study was conducted to establish the viability of using modified rep grid techniques with this population, a longitudinal study over a four year period investigated the social constructs of 15 intellectually disabled residents. Eight were still in an institution at the end of the study and seven had moved into the community during that period. A comparison group of eight staff were sampled at the beginning of the longitudinal study. Information is made available concerning the size and complexity of each subject's construct system. It was found that the size and content of the construct systems of intellectually disabled people is limited relative to the comparison group and does not change significantly over four years. construct systems were analysed using two computerbased programs that solved the patterns of interrelationships and a graphic presentation of the network of significant correlations between constructs was completed. It was found that the graphic presentation was adequate for the intellectually disabled respondents but not for the comparison group. No difference was found between the community-based group of intellectually disabled people and those still resident in the hospital after four years. A further study with 17 intellectually disabled people, parents and non-parents, found no difference in their construct systems of children. These results are discussed in the context of the present philosophy and practice of normalisation and social role valorisation.
APA, Harvard, Vancouver, ISO, and other styles
50

Zapata, Patricia Ann. "Relationship between quality of life for adults with mental retardation and type of job placement /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Children with mental disabilities Mental retardation' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography