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Dissertations / Theses on the topic 'Children with mild intellectual disability'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Rhodes, Katherine T. "Language Profile and Performances on Math Assessments for Children with Mild Intellectual Disabilities." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/98.

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It has been assumed that mathematics testing indicates the development of mathematics concepts, but the linguistic demands of assessment have not been evaluated, especially for children with mild intellectual disabilities. 244 children (grades 2 – 5) were recruited from a larger reading intervention study. Using a multilevel longitudinal SEM model, baseline and post-intervention time points were examined for the contribution of item linguistic complexity, child language skills, and their potential interaction in predicting item level mathematics assessment performance. Item linguistic complex

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2

Olsson, Lena. "Children with mild intellectual disability and their families – needs for support, service utilisation and experiences of support." Doctoral thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29604.

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This thesis focuses on service utilisation among children with mild ID and their families, their needs for support and their experiences of support. Aims The overall aim of the thesis was to explore and describe service utilisation patterns among families of children with mild ID from a systems perspective. Methods A cross-sectional, descriptive and comparative quantitative design was used to describe the extent of service utilisation among 84 children with mild ID and their families (paper I and II). The types and number of services utilised were investigated in relation to the child’s age, g

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3

Foster, Matthew E. "Indicators of Mathematics Skill Acquisition in Children with Mild Intellectual Disability: Phonological Awareness, Naming Speed, and Vocabulary Knowledge." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/91.

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Deficiencies in mathematics skill constrain students’ educational achievement and subsequently, their employment outcomes. This study included 265 school-identified students with mild intellectual disabilities. The research questions investigated the extent to which phonological awareness, color naming speed, and vocabulary knowledge, was related to mathematics skill after controlling for grade level via regression analyses. Further, the mediating effects of expressive vocabulary on the relationship between receptive vocabulary and mathematics skill as well as the indirect effect of recepti

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4

Barker, Robert Michael. "Modeling Phonological Processing for Children with Mild Intellectual Disabilities: The Relationship between Underlying Phonological Abilities and Associated Language Variables." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_diss/77.

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The structure of phonological processing for typically developing children has been debated over the past two decades. Recent research has indicated that phonological processing is best explained by a single underlying phonological ability (e.g., Anthony and Lonigan, 2004). The current study had two goals. The first goal was to determine the structure of phonological processing for school-age children with mild intellectual disabilities (MID). The second goal was to determine the relationship between the components of phonological processing and expressive and receptive language ability. The p

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5

Tracey, Danielle K. "Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030728.091747/index.html.

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6

Tracey, Danielle K. "Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect." Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/370.

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A major concern facing special educators is how best to educate students with mild intellectual disability, and whether regular or special classes are appropriate. The big fish little pond effect (BFLPE) predicts that students with mild intellectual disability will have higher academic self-concepts when in a special class, whereas labeling theory predicts that placing these students in special classes will lower their self-concepts. This study addresses some of these issues by: identifying a psychometrically sound, multidimensional self-concept measurement instrument; critically examining the

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7

Arvidsson, Patrik. "Assessment of participation in people with a mild intellectual disability." Doctoral thesis, Örebro universitet, Institutionen för hälsovetenskap och medicin, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-32018.

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The overall aim of this doctoral thesis was to explore an assessment of participation according to the International Classification of Functioning, Disability and Health (ICF) in people with a mild intellectual disability. Study I used secondary data and explored how participation can be assessed. Study II-IV explored participation empirically regarding 68 everyday activities from all nine life domains according to the ICF. Study II explored assessment of self-rated participation by investigating to what extent perceived ability, actual performance and perceived importance correlated. Study II

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8

Hartley, Sigan L. "Stressful social interactions, coping, and depression among adults with mild intellectual disability." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1414131091&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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9

Taylor, I. L. A. "Fitness to plead and stand trial : the impact of mild intellectual disability." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1333600/.

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Part one of this thesis reviews the literature on the interrogative suggestibility of individuals with intellectual disability. The first section describes the historical background of interrogative suggestibility and the development of the Gudjonsson Suggestibility Scales. This is followed by a critical review of the methodology and findings of studies investigating the differences in suggestibility of people with and without ID and the implications for clinical practice. Part two is an empirical study investigating the differences between adults with and without mild intellectual disability

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10

Donohue, Dana Karen. "Self-concept in Children with Intellectual Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_theses/46.

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Self-concept, or feelings about oneself, encompasses various areas including social and academic domains and has been suggested to be a predictor and mediator of other outcomes (Bryne, 1996). In this study, the relationships between achievement, intelligence scores, and self-concept in children with mild intellectual disabilities were examined. Self-concept and WISC verbal intelligence scores evidenced significant relationships. Additionally, relationships were demonstrated between gains in achievement and higher ratings of self-concept. These results suggest that relationships exist between i

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11

Kamlager, Carolee. "Identity Making Process of Individuals with Mild Intellectual Disabilities." UKnowledge, 2013. http://uknowledge.uky.edu/csw_etds/8.

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The shadow of stigma theory typically surrounds the research investigation of the lives of individuals with mild intellectual disabilities. McAdams’ life story theory and methodology provide a human development framework as an alternative to the prevailing framework in the field of disability. This study moves out of the shadow of otherness and examines the personal identity making process of twelve individuals with mild intellectual disabilities in the light of human development theory. Findings dispel the assumption that individuals with mild intellectual disabilities construct their lives s

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12

Steptoe, Lesley. "Attachment, childhood adversity, emotional problems and personality disorder in offenders with mild intellectual disability." Thesis, Abertay University, 2011. https://rke.abertay.ac.uk/en/studentTheses/8cf71f7d-4ee7-4729-8cb8-14ad401a61df.

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The aim of this research is to examine attachment in offenders with mild intellectual disability. Insecure attachment is evidenced as a developmental risk factor with regard to antisociality, in the mainstream population. However there is a dearth of evidence with regard to attachment and the development of antisociality in offenders with intellectual disability (ID). Differences in lifespan development and cognitive limitations may affect the development of attachment bonds in this group. This research explores attachment (measured retrospectively in childhood), relationships to perceived par

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13

Poulin, Carole. "A pictorial motivational scale in physical activity for people with a mild intellectual disability /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61055.

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The Poulin Pictorial Motivational Scale (PPMS) attempted to measure separately four different types of motivation; intrinsic motivation, extrinsic motivation/self-determined, extrinsic motivation/non self-determined, and amotivation.<br>Sixty-two high school students were tested with the PPMS. These individuals with a mild intellectual disability were grouped according to age level (12-13, 14-15, 16-18) and academic ability (low, average, high). They answered two questionnaires; the PPMS and Harter's scale (to test students' self-competency). Other scales, made for teachers, were used to asses

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14

Purchon, Rebecca. "Suggestibility in children: A review: Suggestibility differences between children with and without mild intellectual impairment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1348.

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Literature review: The following review outlines the broad area of children and suggestibility with a focus on children with intellectual disabilities. Key determinants of suggestibility including cognitive, social and stress factors underpinning the phenomenon are examined. Secondly, methodological issues such as poor ecological validity and generaliseability to the child-victim context are discussed. Relevant studies in the field are examined in light of these methodological issues. The implications of generalising from ecologically invalid studies for legal and psychological professionals a

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15

Ortiz, Kaylee A. "THE EFFECTS OF VIDEO ACTIVITY SCHEDULES ON LIFE SKILLS FOR INDIVIDUALS WITH MILD INTELLECTUAL DISABILITY." UKnowledge, 2017. https://uknowledge.uky.edu/edsrc_etds/46.

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This study used a multiple probe across settings design to evaluate the effects of video activity schedules (VidAS) on the acquisition of life skills in various settings within the home. In a technology training phase, participants were taught how to navigate a mobile application and use the pause and play feature of the video using a system of least prompts. In baseline, participants were given a task direction to complete the tasks within each setting with access to a static picture schedule. During intervention, participant task completion was evaluated when self-instructing with the use of

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16

Stephenson, J. R., of Western Sydney Nepean University, and Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability." THESIS_FE_XXX_Stephenson_J.xml, 1996. http://handle.uws.edu.au:8081/1959.7/180.

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Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design.

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17

Tyler, Emily J. "Improving the reading skills of typically developing children and children with an intellectual disability." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/improving-the-reading-skills-of-typically-developing-children-and-children-with-an-intellectual-disability(1555bf75-a4bd-4fab-8258-0db57d4bc760).html.

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The purpose of this thesis was to address three broad questions: to investigate the effects of a computer-based reading programme - Headsprout® Early Reading (HER) - with typically developing children in a UK setting; to investigate current practices in reading instruction with children in special schools, and in particular, children with an intellectual disability (ID); and to explore some important feasibility questions regarding the potential use and effects of HER with children with ID. Chapter 1 begins with an introduction to the literature on literacy and effective approaches for reading

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18

Wiskin, Joan. "Psychosocial adjustment in adolescent siblings of children with an intellectual disability /." Title page, table of contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsw814.pdf.

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19

Zahir, Farah R. "The pathogenicity of copy number variants in children with intellectual disability." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36798.

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Intellectual disability affects 1-3% of individuals globally, and, for half the cases, the cause is unknown. Recent studies using whole genome microarray genomic hybridization have shown that submicroscopic genomic imbalance causes intellectual disability in at least 10% of idiopathic cases with normal conventional cytogenetic analysis. I established genotype-phenotype correlations for de novo copy number variants detected by previous whole genome array genome hybridization studies performed by our group in children with intellectual disability. These genotype-phenotype correlations show that

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20

Bleazard, Adele. "The experiences of two children with intellectual disability : a case study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53632.

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Thesis (MEdPsych)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: In the literature on research about children with disabilities, special education and inclusion, the voices of the children with disabilities are seldom heard. Historically research about disability and children has been framed within the medical or charity models of disability with prolific accounts of characteristics and treatment of disability, where professionals and caregivers respond on their behalf. In this case study the views are elicited of two ten-year old learners who are at a school for learners with

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21

Poteet, April. "Middle School Children’s Attitudes Towards Peers with an Intellectual Disability." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1573810996763572.

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22

Capaldi, Robert J. "The Perception of High School Teachers of the Efficacy of Transition Planning for Students with Mild Intellectual Disabilities." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1477338397737852.

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23

Biswas, Sanchia Rima. "Transitions into adulthood for children with a severe intellectual disability : parents' views." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30489/.

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Introduction: Despite a growing body of intellectual disabilities literature around the transition into adulthood, most studies have focused upon physical aspects of the transition e.g. from school to employment or into adult services. My study sought to explore the transition into adulthood from a developmental/lifecourse perspective in order to address this current gap within the literature. Given that parents are often regarded as primary witnesses to their child’s transition into adulthood, their views were explored in order to access knowledge around this particular transition. Objectives

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24

Collings, Susan. "Influences in the Social Worlds of Children of Mothers with Intellectual Disability." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11906.

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Background Our understanding of childhood for children of mothers with intellectual disability is based on a small number of retrospective accounts which point to some social difficulties, including bullying and stigma. Most research on mothers with intellectual disability and their children has focused on the possibility of developmental delay or abuse and neglect, with little consideration of children’s experiences. The voices of children and their perspective on their lives are missing. The literature suggests that some mothers with intellectual disability experience social isolation, with

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25

Cohen, Gazith Karen. "Coping strategies of children with an intellectual disability in regular and special classrooms." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42017.

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Adaptive coping behaviors of children with a mild to moderate intellectual disability educated in regular and special classrooms were examined using a comparative design incorporating both quantitative and qualitative analyses. Children's coping behaviors were examined using the Coping Inventory (Zeitlin, 1985) and their behavior was assessed using the Child Behavior Checklist (Achenbach, 1991). Children with an intellectual disability integrated in regular classrooms were found not to exhibit more adaptive coping behaviors than their counterparts in special classrooms. Descriptive analyses de

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26

Mckenzie, Judith, and Catriona Macleod. "The deployment of the medico-psychological gaze and disability expertise in relation to children with intellectual disability." Routledge, Taylor & Francis Online, 2012. http://hdl.handle.net/10962/d1014732.

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In this study, we adopt the concepts of Michel Foucault on the medical gaze and Nikolas Rose on psychological expertise to differentiate between two forms of expertise evident in the education of intellectually disabled children. We draw on a discourse analytic study carried out in South Africa on intellectual disability in relation to educational practice to examine the operation of a medico-psychological gaze that calls for disability expertise in the management of disability. We conclude our discussion by noting that the dichotomy between impairment and disability that is proposed in the so

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27

Larsson-Berge, Sofia. "Planera Mera: The perceived gaming experience of the application Planera Mera with adolescents with mild intellectual disability." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-156700.

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The purpose of this study is to examine the users’ experience of the game Planera Mera and what parts of the game that increases or decreasestheir gaming experience for adolescents with mild intellectual disability. 15 adolescents in the age of 16 to 20 years with mild intellectual disability from special needs upper secondary schoolparticipated in a user study on the applicationPlanera Merafor thisstudy. The results show that the perceived gaming experience increases when the users clearly understand how to solve the tasks, when the tasks are correctly executed and when the tasks are easy to

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28

Dickson, Katharine. "Body site specificity of self-injurious behaviour in children with severe intellectual disability." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421843.

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Cohen, Gazith Karen Sue. "Coping strategies of children with an intellectual disability in regular and special classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29923.pdf.

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30

Kaat, Aaron J. "The Relationship between Reciprocal Social Impairments and Psychopathology in Children with Intellectual Disability." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312985259.

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31

Heikura, U. (Ulla). "Intellectual disability in the Northern Finland Birth Cohort 1986." Doctoral thesis, University of Oulu, 2008. http://urn.fi/urn:isbn:9789514287114.

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Abstract The objective of this study was to investigate intellectual disability (ID) in children, with focus on occurrence, associated biomedical and sociodemographic factors, probable psychiatric problems and temporal variations in the occurrence of ID and the associated factors in an interval of 20 years. The study population consisted of two birth cohorts of children born in northern Finland, the Northern Finland Birth Cohort 1986 (NFBC 1986, N = 9,432 live-born children) and the Northern Finland Birth Cohort 1966 (NFBC 1966, N = 12,058 live-born children). Temporal changes in ID were studi

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32

Strachan, Sarah-Jessica. "An investigation of stress experienced by caregivers of children with intellectual disability in a Western Cape Province population." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/30993.

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Background: Intellectual disability (ID) is described as a neurodevelopmental disorder which occurs during the developmental period and impacts intellectual as well as adaptive functioning across social, cognitive and practical domains. Approximately 3 percent of the South African population has mild to severe forms of ID. It is well described that caregivers of children with ID and other developmental disorders have higher levels of stress related to caring for their child than parents with typically developing children. However, little research has been reported in the South African context.

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33

Simpson, Eleanor Jane. "Dealing with social threat : examining behavioural responses to anxiety-provoking situations for young adults with mild intellectual disability." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5047/.

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Background: People with intellectual disabilities (ID) may respond differently to social stressors due to differences in social conditioning and acquisition of skills. The present study examined whether social worries are more salient for young people ID than their non disabled peers, and whether there are differences in their responses to socially stressful situations. Method: Forty-one participants aged 16 to 22 took part in this study; 20 typically developing young adults and 21 with mild ID were recruited through local further education colleges. The groups participated in an open-ended ‘w

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Savage, James Andrew. "Criticism & praise : the cognitive emotional responses of adults with mild or moderate intellectual disability who display aggression." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6662/.

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Background: Adults with intellectual disabilities who display aggression appear to be vulnerable to aversive social interactions. This may lead some to develop a negative self view which, in turn, can reduce their ability to take benefit from praise. Exposure to aversive social experiences may also lead some adults to become sensitive to forms of criticism. An underlying sensitivity to criticism and a reduced ability to take benefit from positive interaction have both been associated with psychological distress. The clinical field is unclear how adults with intellectual disabilities who displa

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35

McCrohan, Fiona M. "Parental wellbeing factors in parents of children with an intellectual and developmental disability : a research portfolio." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21001.

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Aims: Parents of children with intellectual and developmental disabilities tend to illustrate and report higher levels of stress and lower wellbeing than parents of typically developing children. This thesis aimed to explore the aspects of this relationship between parental wellbeing and raising a child with heterogeneous intellectual and developmental disability. Firstly, the thesis aimed to review the current literature and evidence base for mindfulness-based group and individual interventions and their effect on psychological outcomes for parents of children with intellectual and developmen

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36

McCool, Louise Claire. "Resilience factors in parents of children with an intellectual disability : hope and locus of control." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/20967.

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Aims There is an increasing focus on factors associated with resilience in parents of children with disabilities. Two such resilience factors are hope and locus of control. This thesis aimed to review the existing literature on hope and its relationship to psychological outcomes, in parents of children who have a disability. A research study aimed to explore relationships between two resilience factors, hope and locus of control, and their links with knowledge of behavioural principles and challenging behaviour. Methods To address the first aim, a systematic review of the literature was conduc

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Spencer, Michael David. "Structural brain abnormalities in young people with mild intellectual disability : their relationship with intellectual, autistic and early psychotic impairments and pre- and peri-natal adversity." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612052.

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38

Tracey, Danielle K., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect." THESIS_CAESS_EEC_Tracey_D.xml, 2002. http://handle.uws.edu.au:8081/1959.7/370.

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A major concern facing special educators is how best to educate students with mild intellectual disability, and whether regular or special classes are appropriate. The big fish little pond effect (BFLPE) predicts that students with mild intellectual disability will have higher academic self-concepts when in a special class, whereas labeling theory predicts that placing these students in special classes will lower their self-concepts. This study addresses some of these issues by: identifying a psychometrically sound, multidimensional self-concept measurement instrument; critically examining the

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39

Kuo, Yeh-chen 1965. "Siblings of a child with an intellectual disability : identifying those at risk." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31038.

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Children with an intellectual disability may significantly affect families in ways that have implications for other sibling's adjustment. In this thesis, 40 siblings of intellectually disabled children are compared to 40 siblings of healthy children. The goal is to determine (i) if a child with an intellectual disability affects the other siblings in the family, and (ii) if they are functions of siblings' age, grade, gender, ordinal position, age gap with the disabled child, sibling number, disabled child's severity of impairment, parental educational background, etc.<br>The findings did not c

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40

Brooks, Bianca A. "Extracurricular Activities And The Development Of Social Skills In Children With Intellectual And Learning Disabilities." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/psych_theses/108.

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Numerous skill deficits interfere with the social functioning of children with intellectual (ID) and learning disabilities (LD). Due to the limited effectiveness of social skill interventions for this population, it is necessary to explore additional opportunities for social skill acquisition. Research suggests that extracurricular activity participation positively influences adolescent development; however, little is known about the benefits of activity participation for children with ID and LD. This study investigated the impact of frequency and type of extracurricular activity on the social

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Nesa, Monique. "Perceived effect of disability on adolescent siblings of children with an intellectual disability: development of a measure and pilot intervention." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/894.

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The effects of disability on individuals, their parents and their family as a whole have been extensively researched. However, the specific effects on siblings have not been given adequate attention by mainstream society until recently. Consequently, few services have been available for siblings in our community. Of the research that has explored sibling needs, most have relied on parental reports or used measures developed for alternate populations measuring more general variables such as psychopathology. This research project is concerned with the development of a self-report measure of Perc

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Nesa, Monique. "Perceived effect of disability on adolescent siblings of children with an intellectual disability : development of a measure and pilot intervention /." Curtin University of Technology, School of Psychology, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16817.

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The effects of disability on individuals, their parents and their family as a whole have been extensively researched. However, the specific effects on siblings have not been given adequate attention by mainstream society until recently. Consequently, few services have been available for siblings in our community. Of the research that has explored sibling needs, most have relied on parental reports or used measures developed for alternate populations measuring more general variables such as psychopathology. This research project is concerned with the development of a self-report measure of Perc

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43

Merklen, Hannah Lorraine. "AN EXAMINATION OF ACT BASED INTERVENTION AND ITS EFFECTS ON PROBLEM BEHAVIOR AND IMPULSIVITY RATES AMONG INDIVIDUALS DIAGNOSED WITH MILD INTELLECTUAL DISABILITIES." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2746.

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The purpose of the current study was to examine an ACT based intervention and its effects on problem behaviors and impulsivity rates displayed by individuals diagnosed with Mild Intellectual Disabilities. In a multiple baseline design with 2 experiments, 6 participants completed the 27-item monetary choice questionnaire weekly throughout the 9-week study. Impulsivity rates were calculated, and behavior data was collected throughout each phase of the study. During the intervention phase of the study brief ACT sessions were conducted 3 times a week during one-on-one sessions with each participan

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Shaw, Rebecca. "Hyperactive, impulsive, distractible and inattentive behaviour in children with genetic syndromes associated with intellectual disability." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485988.

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45

Azzopardi, Elayne. "Lived experiences of Maltese parents of young children born with biological risks for intellectual disability." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/313170/.

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Parents of children born with risks for intellectual disability (ID) report emotional upheaval and greater support needs compared to those raising a typically developing child. Exploring these parents’ needs and experiences is critical for the provision of early intervention and/or paediatric services that benefit the whole family. Consequently, this study aimed to explore the experiences and needs of Maltese parents of young children born with biological risks for ID, during the first five years of life. It adopted a cross-sectional qualitative design, using Interpretative Phenomenological An

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46

Massine, Donna White. "The Effects of Mild Hearing Loss on Academic Performance Among Elementary School Age Children." DigitalCommons@USU, 1990. https://digitalcommons.usu.edu/etd/6849.

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Research endeavoring to determine the effect of a mild sensorineural hearing-impairment on academic performance has resulted in conflicting conclusions. To date, there has been limited research on the educational implications of a mild hearing loss in the elementary grades but very few studies have utilized a normal-hearing control group to compare with the hearing-impaired and none have examined whether a relationship exists beyond sixth grade. This study measured the academic performance of mildly hearing-impaired children by comparing them with their normal-hearing counterparts. The achieve

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MacDonald, Elaine. "Acceptance and active avoidance in the psychological well-being of fathers of children with intellectual disability." Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491677.

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Coiffait, Fleur-Michelle Marguerite. "Cognitive factors and subjective wellbeing in parents who have children with profound and multiple intellectual disability." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/26019.

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Aims: The aims of this thesis were twofold. First, to review the literature on parental locus of control and its role in psychological outcomes for parents who have a child with an intellectual disability (ID). Second, a research study aimed to explore levels of parental subjective wellbeing in a specific group of these parents: those who have a child with profound and multiple intellectual disabilities (PMID). More specifically, whether two different types of parental cognition, parental locus of control and recognition of positive gains of having a child with PMID, were predictive of parenta

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Appleton, Helen D. "An Exploration of the Presence and Behavioural Manifestation of Anxiety in Children and Young Adults with Autism Spectrum Disorder and Intellectual Disability." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/420054.

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Individuals with autism spectrum disorder (ASD) display a pattern of social communication deficits, restricted and repetitive behaviours, and information processing difficulties that leave them particularly vulnerable to developing anxiety. The process of diagnosing anxiety is confounded by the very nature of the communication difficulties found in this population and is further exacerbated when a co-occurring intellectual disability (ID) is also present. As part of this research, a scoping review was conducted into the current research available directly addressing how anxiety is identified o

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Leung, Ngar-ying, and 梁雅盈. "An instructional design for the learning of Q9 Chinese character inputmethod for students with mild intellectual disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30415457.

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