Relevant bibliographies by topics / Developmentally disabled – Psychology

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Developmentally disabled – Psychology'

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

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Journal articles on the topic "Developmentally disabled – Psychology"

1

Atlas, Jeffrey A. "Symbol Use by Developmentally Disabled Children." Psychological Reports 61, no. 1 (August 1987): 207–14. http://dx.doi.org/10.2466/pr0.1987.61.1.207.

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13 children with a diagnosis of autism and 20 children with a diagnosis of childhood schizophrenia or a variant thereof were compared for skill in symbol use across modalities of expressive language, drawing, gesture, and play. The children were also given the Peabody Picture Vocabulary Test—Revised as a measure of receptive comprehension. Analysis showed that the autistic children had poorer receptive language than the schizophrenic children. The autisic children were poorer in symbol use, as predicted, across all expressive modalities except play, when receptive language was treated as a covariate. Implications of these results for differential identification of children with severe developmental disturbance are discussed.
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Atlas, Jeffrey A. "Birth Seasonality in Developmentally Disabled Children." Psychological Reports 64, no. 3_suppl (June 1989): 1213–14. http://dx.doi.org/10.2466/pr0.1989.64.3c.1213.

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26 children with diagnoses of autism and 22 children with diagnoses of childhood schizophrenia or a variant thereof were compared on the variable of winter birth. Analyses showed that autistic children had a higher proportion of winter births than schizophrenic children. These findings are related to other research linking winter birth to negative-syndrome adult schizophrenia.
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Myers, Beverly A. "Psychopathology in hospitalized developmentally disabled individuals." Comprehensive Psychiatry 27, no. 2 (March 1986): 115–26. http://dx.doi.org/10.1016/0010-440x(86)90020-9.

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Mueser, Kim T., Denise Valenti-Hein, and Paul R. Yarnold. "Dating-Skills Groups for the Developmentally Disabled." Behavior Modification 11, no. 2 (April 1987): 200–228. http://dx.doi.org/10.1177/01454455870112005.

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5

No authorship indicated. "Review of Behavioral Medicine With the Developmentally Disabled." Contemporary Psychology: A Journal of Reviews 36, no. 9 (September 1991): 813. http://dx.doi.org/10.1037/030220.

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6

Smith, Ann N., and Carol Ann Moore. "A Medical Manual About Developmentally Disabled Young Children." Contemporary Psychology: A Journal of Reviews 36, no. 11 (November 1991): 1000–1001. http://dx.doi.org/10.1037/030398.

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Grant, R. E. "Music Therapy Guidelines for Developmentally Disabled Children." Music Therapy Perspectives 6, no. 1 (January 1, 1989): 18–22. http://dx.doi.org/10.1093/mtp/6.1.18.

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8

Dosseter, David. "Book Review: Assessment of young developmentally disabled children." International Journal of Behavioral Development 14, no. 2 (June 1991): 238–41. http://dx.doi.org/10.1177/016502549101400210.

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Sanders, Matthew R., and Janette M. Parr. "Training Developmentally Disabled Adults in Independent Meal Preparation." Behavior Modification 13, no. 2 (April 1989): 168–91. http://dx.doi.org/10.1177/01454455890132002.

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Smith, Gregory C., and Sheldon S. Tobin. "Practice with Older Parents of Developmentally Disabled Adults." Clinical Gerontologist 14, no. 1 (January 14, 1994): 59–77. http://dx.doi.org/10.1300/j018v14n01_06.

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Dissertations / Theses on the topic "Developmentally disabled – Psychology"

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Feicht, Kimberly Jane. "Sexual abuse prevention for developmentally disabled women." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2773.

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The purpose of the present study was to evaluate a program designed to teach developmentally disabled women the self-protective skills necessary to prevent sexual abuse. Twenty developmentally disabled women participated in the study and were randomly assigned to either the control or experimental group. Both groups were given a pretest to measure any preexisting self-protective skills. The experimental group participated in a seven session program. The training program used the following behavior modification techniques to teach the self-protective skills: modeling, role-playing, and verbal and physical prompts. To test the self-protective skills learned, both groups were given a posttest. The experimental group's role-play mean increased from pretest to posttest while the control group's role-play mean decreased. The predicted testing by treatment interaction effect was significant. To test the retention of the self-protective skills learned, a follow-up role-play test was given to the experimental group 3 weeks later. There was no significant difference between the group's pretest mean and their follow-up mean which shows that there was no retention of the skills learned.
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Korzon, Deborah S. "Social relationships of mildly developmentally disabled young adults : correlations to emotional disturbances /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487668215808615.

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Zayac, Ryan M. Johnston James M. "Direct instruction reading effects of the Reading Mastery Plus - Level K program on preschool children with developmental delays /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Psychology/Dissertation/Zayac_Ryan_14.pdf.

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Salz, Donald Lawrence. "Developing independent leisure behavior in severely and profoundly developmentally disabled adults." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2941.

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Training in independent and age-appropriate leisure activities is part of a comprehensive program of active treatment for developmentally disabled adults. Increased leisure skills have been shown to reduce a variety of problem behaviors, enhance a variety of useful skills, and allow the developmentally disabled to assimilate into more normalized settings. However, the developmentally disabled individual's engagement in leisure activities is often restricted due to such things as their own skill deficits, as well as limited availability of materials. This study investigated the effects of two training methods on the leisure behavior of 16 institutionalized severely and profoundly developmentally disabled adults. It was demonstrated that teaching subjects, not only how to use leisure materials, but to self-initiate leisure activity, resulted in significantly more frequent and sustained independent leisure activity than teaching subjects only how to use leisure materials. Data on subjects' videotaped leisure behaviors were collected during Baseline, six days of sessions over two weeks, where subjects were exposed to, but not prompted to use, six different leisure activities. Overall ranks during Baseline were used to assign subjects to two equal treatment groups. Target subjects were taught to self-initiate leisure with a complete task analysis of the activities. The complete task analysis included the entire functional routine of taking out, using (curriculum skills), and putting away materials. Curriculum Instruction subjects were trained only in the use of the materials. The model for training both groups was based on the Behavior Skills Rating Scale. Training sessions were held on 27 days over six weeks. This was followed by six days of Post-training Observation with conditions identical to Baseline. The significance of the difference between groups' subjects' Post-training rankings were determined using the Mann-Whitney U. All analyses utilized two-tailed tests, with significance set at p $<$.05. Overall, Target group subjects ranked significantly higher than CI subjects during Post-training Observation. In addition, they ranked significantly higher in the number of sessions with initiated activity; latency before initiating activity; and sustained leisure activity. There was no significant difference in the supplemental skills of taking out and putting away materials.
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Moore, P. J. "Learned helplessness in developmentally disabled adults : An examination of the mediating influence of normalization processes." Thesis, Queen's University Belfast, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374229.

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Zayac, Ryan M. "Contriving establishing operations responsese of individuals with developmental disabilities during learning task /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Thesis/ZAYAC_RYAN_48.pdf.

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Walker, Alexis Philbin. "Parenting Stress: A Comparison of Mothers and Fathers of Disabled and Non-Disabled Children." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2686/.

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This study compared perceived levels of parenting stress between mothers and fathers of children with Attention-Deficit Hyperactivity Disorder (ADHD), children with developmental disabilities, and normally developing children. The relationship of certain demographic variables, such as Socio-economic Status (SES), number of children, years married, parent age, and child age, as well as social support with parenting stress was also examined for mothers and fathers of these three groups. Identification of factors related to parenting stress in fathers was of particular importance for this study, as fathers are often an underrepresented group within parenting research. Identifying effective methods for predicting high levels of parenting stress is important, as stress has been linked to psychological well-being, potential for abuse, and a greater likelihood of poor adjustment for both parent and child. Results from the present study comparing reported stress levels between groups of parents were supportive of previous studies indicating that parents of children with ADHD and developmentally disabilities experience significantly greater parenting stress, specifically with respect to child characteristics. Significant gender differences were also found between mothers and fathers in terms of parent characteristics related to stress. Fathers reported greater stress in the areas of attachment, while mothers reported more parent role restrictions. Additionally, significant negative relationships were found between parents' perceived helpfulness of informal social support and parenting stress scores in both mothers and fathers, affirming positive effects of social support on stress. Helpfulness of informal social support was also significantly predictive of parenting stress in both mothers and fathers across both the child and parent domains of the PSI, although, it had more predictive power with regard to parent related contributors to parenting stress. Family demographic factors, including age of the child and SES demonstrated some predictive power of parenting stress in mothers. Mothers with younger children and lower SES were more likely to report greater parenting stress. Implications of these results and future directions for research are also discussed.
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Klein, Tamara Lynn Nezu Christine Maguth. "Differentiating between developmentally disabled child molesters and perpetrators of adult sexual molestation using penile plethysmography /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/400.

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Linn-Mowrey, Alison S. "Social support features and lonliness : effects of aging and adaptive behavior in a population of developmentally disabled adults /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487598748019481.

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Fiumera, Charles Christopher. "Discriminant validity of the Stanford-Binet intelligence scale : fourth edition with developmentally handicapped, learning disabled, and nonhandicapped students /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841548273032.

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Books on the topic "Developmentally disabled – Psychology"

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1959-, Silverstein Stuart, ed. What about me?: Growing up with a developmentally disabled sibling. New York: Insight Books, 1994.

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1963-, Koger Freya, ed. Opportunities for daily choice making. Washington, D.C: American Association on Mental Retardation, 1996.

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Shea & Associates Allen. Using individual-centered planning for self-directed services. Tucson, Ariz: Commission on Accreditation of Rehabilitation Facilities, 2000.

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O'Brien, John. Focus on Vermont's self-determination project. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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O'Brien, John. Focus on Vermont's self-determination project. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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King-Sears, Margaret E. Teaching self-management to elementary students with developmental disabilities. Washington, DC: American Association on Mental Retardation, 1997.

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7

Patrias, Karen. Treatment of destructive behaviors in persons with developmental disabilities: January 1966 through August 1989, 751 citations. Bethesda, Md: U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, National Library of Medicine, Reference Section ; Washington, D.C. : Sold by the Supt. of Docs., U.S. GPO, 1989.

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Wo jia hai zi bu yi yang: Te shu jiao yu xu yao zi nü de zhi liao yu cheng zhang. Xianggang: Tu po chu ban she, 2016.

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Loneliness among children with special needs: Theory, research, coping, and intervention. New York: Springer-Verlag, 1994.

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Hranchuk, K. B. Stereotyping in developmentally delayed children: Contingent and non-contingent movement. Ottawa: National Research Council Canada, Division of Electrical Engineering, 1989.

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Book chapters on the topic "Developmentally disabled – Psychology"

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"ENTWICKLUNGS- UND SPRACHPSYCHOLOGISCHE BEGRÜNDUNG DER NOTWENDIGKEIT SPEZIFISCHER METHODEN FÜR DEN ERWERB DER SCHRIFTSPRACHE BEI SPRACHENTWICKLUNGSGESTÖRTEN, LERNBEHINDERTEN UND HÖRGESCHÄDIGTEN KINDERN / ON THE NECESSITY OF SPECIFIC METHODS FOR TEACHING WRITTEN LANGUAGE TO LANGUAGE-DEVELOPMENTAL-DISTURBED, LEARNING-DISABLED AND HEARING-IMPAIRED CHILDREN – ARGUMENTS FROM DEVELOPMENTAL PSYCHOLOGY AND PSYCHOLINGUISTICS." In New Trends in Graphemics and Orthography, 354–82. De Gruyter, 1986. http://dx.doi.org/10.1515/9783110867329.354.

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