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

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Published: 2 June 2025

Last updated: 31 July 2025

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1

Mims, Pamela J., and Bree A. Jimenez. "Teaching Students with Moderate and Severe Intellectual Disability." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/319.

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A Survival Guide for New Special Educators provides relevant, practical information for new special education teachers across a broad range of topic areas. Drawing on the latest research on special educator effectiveness and retention, this comprehensive, go-to resource addresses the most pressing needs of novice instructors, resource teachers, and inclusion specialists. Offers research-based, classroom-tested strategies for working with a variety of special needs students Covers everything from preparing for the new school year to behavior management, customizing curriculum, creating effect

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2

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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Malan, Imne. "The experiences of adolescents living with a sibling with a moderate to severe intellectual disability." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60382.

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Over time, intellectual disability has been mythologised into folklore, religion and culture resulting in patterns of thought, communication, actions, customs, beliefs and values related to intellectual disability specific to particular societies (Smith, 2002 in Edwardraj, Mumtaj, Prasad, Kuruvilla & Jacob, 2010:736). However, data on the perceptions related to intellectual disabilities in the general population, and specifically in the more rural areas are sparse. The individual with an intellectual disability may have a significant influence on his family members, as he or she may demand sp

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4

Chapman, Suzannah M. "TEACHING AN ALGEBRAIC EQUATION TO HIGH SCHOOL STUDENTS WITH MODERATE TO SEVERE INTELLECTUAL DISABILITY." UKnowledge, 2016. http://uknowledge.uky.edu/edsrc_etds/25.

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The purpose of this study was to examine the effectiveness of using the system of least prompts and concrete representations to teach students with moderate and severe disabilities (MSD) to solve simple linear equations. A multiple-probe (days) across participants, single case research design was used to evaluate the effectiveness of task analytic instruction along with concrete representation on teaching students with MSD to solve algebraic equations. The results showed the system of least prompts and concrete representations were effective in teaching students with MSD to solve simple linear

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Griffen, Ann Katherine. "SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/42.

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Literacy includes many skills involving the use of language to read, write, listen, and speak. The ultimate goal in acquiring literacy skills is to function as independently, and in as integrated a manner as possible, in a literate society. Literary skills are critical skills for all students, both with and without disabilities. Since the 1990s, literacy has moved closer and closer to the forefront of our collective awareness regarding students who are at risk of not acquiring sufficient literacy ability. However, students with moderate and severe intellectual disability (MSID) have not always

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6

Wilson, Nathan John. "Conditionally Sexual: Constructing the sexual health needs of men and teenage boys with a moderate to profound intellectual disability." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5387.

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ABSTRACT This thesis reports on a study which explored the sexual health needs of men and teenage boys with a moderate to profound intellectual disability. Qualitative in design, this study was exploratory in nature as it sought to develop theoretical knowledge in male sexual health as a broad concept as opposed to testing a theory or hypothesis related to sexual health. Literature on sexuality and intellectual disability was reviewed in addition to male-specific literature on intellectual disability. In addition, mainstream literature on sexuality, sexual health, masculinity and men’s hea

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Wilson, Nathan John. "Conditionally Sexual: Constructing the sexual health needs of men and teenage boys with a moderate to profound intellectual disability." University of Sydney, 2009. http://hdl.handle.net/2123/5387.

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Doctor of Philosophy (PhD)<br>ABSTRACT This thesis reports on a study which explored the sexual health needs of men and teenage boys with a moderate to profound intellectual disability. Qualitative in design, this study was exploratory in nature as it sought to develop theoretical knowledge in male sexual health as a broad concept as opposed to testing a theory or hypothesis related to sexual health. Literature on sexuality and intellectual disability was reviewed in addition to male-specific literature on intellectual disability. In addition, mainstream literature on sexuality, sexual healt

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8

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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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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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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11

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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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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Ley, Davis Luann. "Effects of peer-mediated instruction on mathematical problem solving for students with moderate/severe intellectual disability." Thesis, The University of North Carolina at Charlotte, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111913.

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<p> The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English language arts and mathematics known as the Common Core State Standards (CCSS, 2010). The CCSS in mathematics define and detail the content expectations and standards for mathematical practices for grades K-12. Their intent is to provide a rigorous, fo

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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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Mims, Pamela J., and R. Pennington. "Trends in Written Expression for Students with Moderate to Severe and Intellectual Disability: Past, Present and Future." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/167.

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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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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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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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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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Donnelly, Karen J. "The development of an instrument for assessing cognitive ability and screening for the cognitive decline associated with dementia in people with moderate to profound intellectual disability." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/83727/4/Karen_Donnelly_Thesis.pdf.

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Individuals with intellectual disability have a greater risk of developing dementia.The diagnosis of dementia relies on accurate testing of cognitive function however existing tests have limited utility in people whose intellectual disability is moderate or greater. A new test was developed and underwent preliminary testing to determine use across a wider ability spectrum. The Cognitive Baseline & Screener for People with Intellectual Disability (CBS-ID) was administered to a sample of 17 dyads (n=34) (people with intellectual disability (who completed CBS-ID) and caregivers (who provided an i

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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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Tullis, Christopher Aaron. "An Analysis of the Effectiveness of Reinforcers Identified via Multiple-Stimulus Without Replacement Preference Assessments." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342206856.

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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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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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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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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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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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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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Wilson, Nathan J. "Conditionally sexual constructing the sexual health needs of men and teenage boys with a moderate to profound intellectual disability /." Connect to full text, 2009. http://hdl.handle.net/2123/5387.

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Thesis (Ph. D.)--University of Sydney, 2009.<br>Title from title screen (viewed Sept. 15, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Discipline of Medicine, Faculty of Medicine. Includes bibliography. Also available in print form.

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Evans, Mallory. "THE IMPACT OF PREFERRED CHARACTERS IN TEACHING COMMUNITY SIGN READING TO STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES." UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/19.

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The purpose of this study was to determine the impact of using preferred characters with a constant time delay instructional procedure to teach community sign reading to three students with moderate intellectual disability with the definitions of the signs as non-targeted information. An adapted alternating treatments design was used to evaluate the effectiveness and efficiency of the preferred characters on acquisition of the community signs. Pre- and post- assessments were conducted on acquisition of the non-targeted definitions, as well as generalization of the signs and their meanings. The

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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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Bircanin, Filip. "Co-designing with adults with moderate to severe intellectual disabilities to enable active communication technology use." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/233760/1/Filip_Bircanin_Thesis.pdf.

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This thesis describes a series of studies examining the role of technologies in supporting adults with intellectual disabilities to have their voices heard and express their competencies and interests in a day centre for people with intellectual disabilities. It offers insights on how communication unfolds through complex relations between adults with intellectual disabilities and their carers. This thesis also describes several working prototypes and shows new pathways for design of Alternative and Augmentative Communication devices. Overall, the research articulates a number of methodologica

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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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Rivera, Christopher J., Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, and Ginevra Courtade. "A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/301.

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The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or

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DAMIANI, STEFANO. "Sensory, behavioral, and basic immunological profiles: are their associations specific for Autism in adults with moderate-to-profound Intellectual Disability?" Doctoral thesis, Università degli studi di Pavia, 2022. http://hdl.handle.net/11571/1452759.

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Autism Spectrum Disorder (ASD) has a high probability to co-occur with Intellectual Disability (ID). When ID is particularly severe, it becomes harder to clearly differentiate ID with and without ASD. This is often due to the presence of features that are common to both conditions, such as altered immune activity, atypical sensory processing and rigidity in behaviors. The present observational, cross-sectional study aimed at exploring the immunity, sensory and behavioral profiles of 20 adults with moderate-to-profound ID and 53 adults with ID and ASD (ASD+ID). Associations between leucocytes b

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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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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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Horsman, Jacqueline. "USING GRADUATED GUIDANCE TO TEACH IMITATION OF MANUAL SIGNS TO CHILDREN WITH INTELLECTUAL DISABILITIES." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/57.

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The purpose of this study was to test the effects of graduated guidance procedure on teaching imitation of manual signs to students with moderate to severe disabilities. Sessions began with student initiation and were embedded across already established reinforcement routines across the student’s day. A multiple baseline across participants design was used to evaluate these effects.

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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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Thompson, Teshawnia. "Well-Being Among Parents of Young Adults With Intellectual Disabilities When Transitioning From High School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5423.

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Transition out of high school for young adults with intellectual disabilities (IDs) has been described as a stressful time for individuals and their families, with increased demands for caregiving and parental support. A lack of research is associated specifically with those individuals with moderate IDs and their parents' experiences of well-being during the transition process. The purpose of this phenomenological study was to understand how parents of young adult-aged children with moderate IDs experience well-being as their child transitions from high school to adulthood. Ryff's model of ps

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Shelton, Katherine E. "EFFECTS OF COMPUTER-ASSISTED INSTRUCTION USING MULTIPLE VIDEO EXEMPLARS TO INCREASE SAFETY SKILL KNOWLEDGE WITH STUDENTS WITH INTELLECTUAL DISABILITY." UKnowledge, 2016. http://uknowledge.uky.edu/edsrc_etds/27.

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The purpose of the study was to assess the effect of a treatment package consisting of computer-assisted instruction using multiple video exemplars to teach safety skills to students with intellectual disability. A multiple probe across participants design was used to evaluate knowledge acquisition and the generalization of knowledge to the authentic setting (e.g, the school parking lot). The results showed training was effective in knowledge acquisition and improving skills demonstrated while crossing the parking lot.

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Jervis, Sarah Jenny. "Exploring the experiences of the sibling of a child with an intellectual disability." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21630.

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Thesis (MEdPsych)--Stellenbosch University, 2008.<br>ENGLISH ABSTRACT: This study is aimed at gaining insight into the experiences of siblings of an individual with an intellectual and physical disability. Attaining greater insight into their lived reality, their feelings and concerns could make it possible to provide appropriate support. The review of selected literature provides information on many aspects of the these siblings' experience. Although many studies are quantitative in their approach, the literature review provides relevant and useful findings and inferences which were us

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Chih-hung, Yang. "A study of collaboration in service delivery of early childhood intervention to children with intellectual disability and their families." Thesis, The University of Sydney, 2010. https://hdl.handle.net/2123/28893.

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This thesis investigated the collaborative practice in early childhood intervention (ECI) service delivery to children with intellectual disability and their families from the perspectives of adult stakeholders engaging in collaborative service delivery. The review of literature in the collaborative delivery of ECI services revealed that there are limited studies that have examined collaborative practice as a whole through the lens of all parties engaged in ECI service delivery. An investigation of adult stakeholders’ comprehension of and reflections on actual experiences engaging in

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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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Dieruf, Kristen B. "USING A SYSTEM OF LEAST PROMPTS AND A GRAPHIC ORGANIZER TO TEACH ACADEMIC CONTENT TO STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/40.

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The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach an academic standard for elementary students with moderate intellectual disabilities. A multiple probe (days) across participants design was used to evaluate the effectiveness of using a system of least prompts and a graphic organizer to teach students how to compare two characters from adapted text. The results showed a system of least prompts and the use of graphic organizer was effective in teaching an academic standard for students with moderate intellectual d

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