Dissertations / Theses: 'Division of Developmental Disabilities'

1

Klimaitis, Cindy Carter. "Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/100064.

Full text

Abstract:

This study identified key instructional practices for science, technology, engineering, and mathematics (STEM) lessons for students with disabilities (SWD) based on the perceptions of teachers. Barriers to STEM lessons for SWD were identified, as well as the professional development desired by teachers. SWD can benefit from participation in STEM lessons. STEM is an acronym that is often defined as an interdisciplinary approach to learning by incorporating at least two of the disciplines with real-world applications through problem-solving projects. STEM lessons can offer opportunities for K–12 students to engage in 21st-century skills and the 5 C's (citizenship, collaboration, communication, creativity, and critical thinking), which are skills that are desired for college and career readiness and for competition in a global economy. This basic qualitative study consisted of 13 interviews (5 elementary, 4 middle, and 4 high school) with teachers from 12 schools. Results were analyzed using deductive coding to identify instructional practices, barriers, and recommended professional development. Findings suggest that knowledge of the SWD, building relationships, use of support staff and others, intentional grouping, assigned group roles, hands-on learning, and classroom modifications helped SWD gain access to STEM lessons. In addition, student ability level, lack of adult support, and time limitations were identified as barriers for SWD's participation in STEM lessons. Finally, teachers believe that professional development is needed in teacher collaboration and student disability knowledge. Teachers want the opportunity to work together during STEM lesson development and also during implementation of STEM lessons. Teachers also want to learn more about specific strategies for each disability category. The information gained should support teachers and school leaders with inclusivity of SWD in STEM lessons.
Doctor of Philosophy
Implementation of key instructional practices for STEM lessons can improve inclusivity for SWD. Knowledge of barriers and desired professional development can also increase inclusiveness. STEM is an acronym that is often defined as an interdisciplinary approach to learning that incorporates at least two of the disciplines with real-world applications through problem-solving projects. STEM lessons can offer opportunities for K–12 students to engage in 21st-century skills and the 5 C's (citizenship, collaboration, communication, creativity, and critical thinking), which are skills that are desired for college and career readiness and for competition in a global economy. Through a basic qualitative study involving 13 teachers (5 elementary, 4 middle, and 4 high school) from 12 schools, information about SWD's participation in STEM lessons was gained. Findings suggest that knowledge of the SWD, building relationships, use of support staff and others, intentional grouping, assigned group roles, hands-on learning, and classroom modifications helped SWD gain access to STEM lessons. In addition, student ability level, lack of adult support, and time limitations were identified as barriers for SWD's participation in STEM lessons. Finally, the results revealed that teachers believe that more professional development is needed in teacher collaboration and student disability knowledge. Teachers want the opportunity to work together during STEM lesson development and also during implementation of STEM lessons. Teachers also want to learn more about specific strategies for each disability category.

APA, Harvard, Vancouver, ISO, and other styles

2

Faux, S. A., and Wendy M. Nehring. "Intellectual and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6713.

Full text

Abstract:

Book Summary: Nurses play a key role in high-quality health care for people with intellectual and developmental disabilities (IDD)--and now this up-to-date textbook fully prepares them to provide patients with the best possible services across the lifespan. The most comprehensive text available for nurses who specialize in IDD, this essential book clarifies evidence-based practices and gives readers an integrated, interdisciplinary approach to care that meets each person's individual needs. Cecily Betz and Wendy Nehring--authors of the respected text Promoting Health Care Transitions for Adolescents with Special Health Care Needs and Disabilities--gather the latest research and wisdom of 18 diverse authorities in the medical field. Together, they give pre- and in-service nurses the foundation of knowledge they need to help ensure equal access to health care for people with IDD choose from today's models and philosophies of carepromote their patients' psychosocial developmentprovide effective physical careconduct health assessments and develop individualized plans of caremaintain successful interdisciplinary collaboration with other professionals address the issues associated with specific disabilities, including autism, Down syndrome, cerebral palsy, fragile X, sensory impairment, and medical and behavioral health problems support developmental transitions across the lifespan expand their knowledge of genetics and apply it to nursing practice skillfully manage ethical and legal issuesunderstand the service agencies used by individuals with IDD Enhanced with clinical practice guidelines to support effective work with individuals who have IDD, this textbook lights every nurse's path to person-centered, evidence-based care that improves their patients' lives.

APA, Harvard, Vancouver, ISO, and other styles

3

Murray, Meghan. "Developmental Disabilities and Family Dynamics." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1495883075851037.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Nowak, Reneé André. "Self-determination skills used by individuals with developmental disabilities : perceptions of adults with developmental disabilities and advocates /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7910.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Cox, Judith 1959. "Children with developmental disabilities : finding permanent homes." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99561.

Full text

Abstract:

Finding permanent homes for children with developmental disabilities (DD), whose parents have voluntarily relinquished their care, is a problem for social workers. Ontario adoption social workers at a biennial business meeting in November/04 (N = 49) were asked about possible solutions, using a questionnaire designed for this study; information was also collected on relevant experience and caseloads. Workers believed that: (1) a majority of parents who voluntarily relinquish the care of their child do so because of the burden of care and/or financial reasons; (2) subsidies would be more effective than open adoption in improving chances of adoption. Also, a significant number of these adoption workers did not have an experience with DD on which to base their casework decisions.
These findings highlight the need for specialist training on DD for social workers who deal with these children, and also the importance of subsidies for families who must care for them.

APA, Harvard, Vancouver, ISO, and other styles

6

Lees-Warley, Gemma T. "Deliberate firesetting by adults with developmental disabilities." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5180/.

Full text

Abstract:

This thesis is submitted in partial fulfilment to the requirements for the degree of Doctor of Clinical Psychology at the University of Birmingham and comprises two volumes. Volume I of the thesis contains the research component and is presented in the form of three papers related to deliberate firesetting by people with low intellectual functioning. The first paper is a systematic review of the literature in which the existing evidence has been critically examined to determine what is known about adults with low intellectual functioning who deliberately set fires. The second paper is an empirical research paper which utilised Interpretative Phenomenological Analysis (IPA) to qualitatively explore the experiences of deliberate firesetting by seven adult men with mild intellectual disabilities detained in a secure forensic learning disability service. The third paper is a public domain briefing paper which summarises the main findings of the systematic review and empirical paper and has been produced for distribution to wider audiences and for the individuals who agreed to participate in the empirical research study. Volume II of the thesis comprises the written clinical component and consists of five Clinical Practice Reports (CPR) which relate to work completed during five training placements.

APA, Harvard, Vancouver, ISO, and other styles

7

Smith, Heather Kathleen. "Church attendance of adults with developmental disabilities." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1362.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Viola, Teresa. "Remediating behaviour problems in children with developmental disabilities." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102228.

Full text

Abstract:

The primary purpose of the present study was to evaluate the effectiveness of a highly individualized conjoint behavioural consultation model with group videotape therapy as a means of decreasing externalizing behaviour problems of children with developmental disabilities. The effects of the intervention were examined via changes in children's target behaviors throughout the course of the intervention, along with pre-intervention and postintervention changes of problem behaviors on standardized measures, and during parentchild play observations. Parent outcome was evaluated by changes in parental knowledge of behavioural principles, changes in parental management skills, and parental discipline approaches. Finally, parental acceptability of the intervention was examined as well as the relationship between intervention acceptability and outcome. A multiple baseline research design was used with 22 children, their parents, and teachers. Results indicated that children's target behaviors improved from baseline to intervention. Moreover, parental knowledge of behavioral principles, parental discipline strategies, and behavioral management skills improved from pre-intervention to post-intervention. Further, high acceptability ratings were reported by parents at post-intervention. Finally, a positive relationship was found between intervention effectiveness and acceptability. Results are discussed in light of their implications and contributions to the literature in school psychology.

APA, Harvard, Vancouver, ISO, and other styles

9

Nolting, Claudia. "Resilience in families of children with developmental disabilities." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4371.

Full text

Abstract:

Thesis (MA (Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Family resilience refers to the family’s ability to overcome adversity using inherent and/or acquired strengths and resources. The aim of this study was to identify factors contributing to the successful adaptation, or resilience, of families following the birth or diagnosis of a child with a developmental disability. The study is based on the theoretical frameworks of family resilience proposed by McCubbin and McCubbin (1996) and Walsh (2003), namely the Family Resiliency Model of Family Stress, Adjustment and Adaptation and the Family Resilience Framework. The study population in this study comprised 40 families with a child with a developmental disability living in the Boland region of the Western Cape. One parent from each family was asked to complete a number of quantitative measuring instruments and answer an open-ended question aimed at identifying the strengths and resources contributing to the family’s adaptation. Quantitative data was analysed through analyses of variance, Pearson product-moment correlations and a multiple regression analysis. The qualitative data was analysed using thematic content analysis. These analyses revealed that an acceptance of the situation, positive patterns of family communication, commitment and support within the family unit, and a positive attitude with regard to new experiences and challenges facilitate family adaptation and resilience, while negative patterns of communication within the family were found to be inversely related to family adaptation. An inverse association was also found between age of the child with a disability and family adaptation. These findings suggest some possible avenues of intervention by which the adaptation of families with a child with a developmental disability in South Africa can be facilitated or supported.
AFRIKAANSE OPSOMMING: Gesinsveerkragtigheid verwys na die gesin se vermoë om terugslae en teenspoed te oorkom deur die gebruik van bestaande en aangeleerde sterktes en hulpbronne. Die doel van die huidige studie was om kwaliteite te identifiseer wat tot die aanpassing, en dus veerkragtigheid, van gesinne met ‘n kind met ‘n ontwikkelingsgestremdheid bydra. Die studie is gebaseer op die teoretiese raamwerke wat deur McCubbin en McCubbin (1996) en Walsh (2003) voorgestel is, naamlik die Family Resiliency Model of Family Stress, Adjustment and Adaptation en die Family Resilience Framework. Veertig gesinne van ‘n kind met ‘n ontwikkelingsgestremdheid wat in die Bolandgebied in die Wes-Kaap bly, het aan die studie deelgeneem. ‘n Reeks kwantitatiewe vraelyste en ‘n oopeinde-vraag is deur een ouer van elke gesin voltooi. Hierdie vraelyste en oopeinde-vraag was gerig op die identifisering van sterktes en hulpbronne wat tot die suksesvolle aanpassing van die gesin bydra. Die kwantitatiewe data is ontleed deur gebruik te maak van variansieontleding, die berekening van Pearson-produkmomentkorrelasies en meerregressie-ontledings. Die kwalitatiewe data is ontleed deur gebruik te maak van tematiese inhoudsontleding. Die kwantitatiewe en kwalitatiewe ontledings het getoon dat aanvaarding van die situasie, positiewe kommunikasie tussen gesinslede, toegewydheid tot die gesin, gesinseenheid en ‘n positiewe houding om krisisse as `n uitdaging te beskou, belangrike veerkragtigheidskwaliteite is, terwyl negatiewe en opruiende kommunikasie in die gesin omgekeerd met aanpassing verband hou. ‘n Omgekeerde verband is ook gevind tussen gesinsaanpassing en die ouderdom van die kind met ‘n gestremdheid. Hierdie bevindings kan bydra tot die ontwikkeling van ingrypingsprogramme waardeur die aanpassing van Suid-Afrikaanse gesinne met ‘n kind met ‘n gestremdheid gefasiliteer en ondersteun kan word.

APA, Harvard, Vancouver, ISO, and other styles

10

Smith, Matthew S. "Employment affect of working adults with developmental disabilities." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526955.

Full text

Abstract:

The unemployment rate for people with developmental disabilities is almost 7 times higher than the current national unemployment statistics. Research indicates that the majority of those with developmental disabilities do wish to work and moreover, have many skills and talents that organizations can benefit from. This paper aims to use common industrial and organizational psychological measures in a unique population--developmentally disabled adults. Specifically, the present study examines the job satisfaction, affective commitment, and turnover intentions of adults with developmental disabilities from the Harbor Regional Center and Regional Center of Orange in Southern California. This is the first research h that examines affective feelings about employment in the developmentally disabled population in Los Angeles and Orange counties. Results from the study show that adults with developmental disabilities had higher than expected job satisfaction and affective commitment towards their job. They also had lower turnover intentions than expected.

APA, Harvard, Vancouver, ISO, and other styles

11

Paquette, Dana M. "The physical activity patterns of adults with developmental disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22374.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Ericson, Kristine I. "Factors affecting witness capacity in individuals with developmental disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0024/NQ39263.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Woodford, Lynn. "Well-being in parents of adults with developmental disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0023/MQ31272.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Sheppard-Jones, Kathleen. "QUALITY OF LIFE DIMENSIONS FOR ADULTS WITH DEVELOPMENTAL DISABILITIES." UKnowledge, 2003. http://uknowledge.uky.edu/gradschool_diss/335.

Full text

Abstract:

Quality of life is a phrase that most people are familiar with, regardless of whether or not they can define it. Much research has been conducted across disciplines in an effort to explain the construct. As human service programs become more focused on outcomes, there is greater interest in measuring quality of life as an indicator of service quality and success. This study was designed to test whether or not quality of life differences exist between adults with developmental disabilities and the general population at an item, scale, and composite level. The quality of life dimensions that were tested included items related to well-being, community participation, access to services and human rights, and choice and decision-making. Differences were found in well-being and decision-making. Differences were also present in certain access items. The two groups also differed in overall quality of life with those with developmental disabilities having lower quality of life. A logistic regression model that was comprised of the life dimensions differentiated between the two groups with over 90% accuracy. Overall results indicate that adults with developmental disabilities are at a significant disadvantage with regard to quality of life in comparison with the general population.

APA, Harvard, Vancouver, ISO, and other styles

15

Quigley, Jennifer. "Let's work| Employment experiences of adults with developmental disabilities." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569589.

Full text

Abstract:

The present study investigated the employment experiences of adults with mild developmental disabilities. The study's sample consisted of 45 participants with developmental disabilities who were over the age of 18. Participants were recruited from two Regional Centers in Southern California and either phone interviews or in-person interviews were conducted.

A structured interview protocol examined each participant's current work experience, along with several items exploring facilitators and obstacles to employment. Data from this qualitative investigation were organized into categories using inductive content analysis. Descriptive statistics were computed for quantitative items. Overall, it was discovered that: participants found money as the most rewarding aspect of employment, relied on outside support in obtaining and maintaining employment and found few obstacles of which to overcome, worked with others with developmental disabilities, and utilized workplace supports in entry level positions making an average wage of $8.92 a hour during a 20.72 hour work week.

APA, Harvard, Vancouver, ISO, and other styles

16

Broadbent, Dianna L. Payne. "Planning for the Future of Individuals with Developmental Disabilities." DigitalCommons@USU, 2003. https://digitalcommons.usu.edu/etd/2667.

Full text

Abstract:

This descriptive study examined the current status of future planning preparation by caregivers for individuals with developmental disabilities, including mental retardation (DD/MR) in the State of Utah. Other descriptive variables identified areas of planning in which the caregivers required assistance, perceived barriers to future planning, and preferences regarding conveyance of planning information. Persons with developmental disabilities were identified by the state computer system as either on the waiting list for or currently receiving services through the Division of Services for People with Disabilities. The targeted sample was narrowed to persons with developmental disabilities over the age of 20 years who resided with a caregiver. Surveys were sent to 1,049 households, and 397 eligible responses (37.8%) were analyzed to find trends in response patterns. Caregivers indicated areas in which plans for the person's future had been established. Elements of planning were found in the areas of guardianship, and future caregiving or residential arrangements. Most caregivers stated that the components of future planning were overwhelming. They were unsure of the areas in which they needed to plan, unaware of services that were available for the person with DD/MR, and dismayed by the fact that funding for current service needs was unavailable through the state developmental disability agency. Families also denoted emotional barriers to planning for the future. Respondents were asked to indicate methods of obtaining information they had used previously, which techniques were most helpful in conveying knowledge, and in which manner they would prefer to receive information about planning for the future of the individual with DD/MR. Caregivers indicated a need for planning information presented in a one-on-one setting with a knowledgeable caseworker. They stated the necessity of referrals to financial planners and lawyers familiar with the unique planning needs of persons with DD/MR, as well as the need for financial assistance to pay for costs associated with making formal plans. Findings and implications for assisting caregivers with planning for the future of their family member with developmental disabilities are outlined.

APA, Harvard, Vancouver, ISO, and other styles

17

Onyenwe, Sarah Musu. "Sexual History Screening Tools For Individuals With Developmental Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5768.

Full text

Abstract:

Individuals with developmental disabilities are at high risk for sexual abuse, exploitation, sexually transmitted diseases and unwanted pregnancies. Thorough screening by clinicians in outpatient settings recommending preventative measures to promote reproductive and sexual health, and developing caregiver trust are essential. The aim of this systematic review was to provide screening tools to assist clinicians in assessing the sexual histories of individuals with developmental or intellectual disabilities. The Iowa model and the cognitive behavioral theory were used as the theoretical frameworks that guided and informed this project. A total of 148 articles were sought and, of the 34 articles reviewed, 19 were pertinent to synthesize the literature. Articles were appraised using the John Hopkins evidence-based practice model. Results from the existing literature showed that no screening tools are available to assess the sexual histories of individuals with developmental and intellectual disabilities. Thorough screening the sexual histories of individuals with developmental and intellectual disabilities could empower safe sexual practices and the attainment of a life with personal fulfillment for members of this population. The results of this project can result in positive social change by protecting the population of individuals with developmental and intellectual disabilities from exploitation, unplanned pregnancy, and sexually-transmitted diseases. Future research is needed to fill the gap in the field and develop sexual history screening tools for this population.

APA, Harvard, Vancouver, ISO, and other styles

18

Palmer, Tyler Jones Ty. "CREATING COMMUNITYAMONG ADULTS WITH DEVELOPMENTAL DISABILITIES IN APPALACHIA OHIO." Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1116375458.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Dorrance, Kristin. "Aging with Developmental Disabilities: Implications for Long-term Care." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32205.

Full text

Abstract:

Background: Persons with developmental disabilities (DDs) represent about 1-3% of the total population in Canada; however, very little statistical data exists regarding this population in the context of long-term care (LTC). As the life expectation of these individuals increases, the distinct needs they have that are associated with aging should be addressed in LTC to help improve the quality and relevancy of the care they receive. Methods: An exploratory qualitative study. Semi-structured interviews were conducted. Open coding of interview transcripts, and content analysis was completed. Descriptive statistics of the sample were calculated using Excel. Results: All participants had experienced earlier functional decline which resulted in changes in their care needs. Often this meant needing to change their assistive devices. Many participants feared losing their independence as they aged. Conclusion: There is insufficient understanding of the unique needs that face people aging with DDs or how they access LTC. The preference for these individuals is to age in place, their independence must be maintained in order for this to be successful. Three factors help to facilitate this: assistive devices, attendant care and accessibility of health care services. Contexte: Les personnes ayant un handicaps developmental représentent environ 1-3% de la population totale au Canada. Cependant, très peu de données statistiques concernant cette population existent dans le contexte de soins de longue durée. L’espérance de vie de ces personnes augmente, les besoins distincts associés au vieillissement devraient être examinés pour aider à améliorer la qualité et la pertinence des soins qu'ils reçoivent dans les soins de longue durée. Méthodes: Une étude qualitative exploratoire. Des entrevues semi-structurées ont été menées. Les transcriptions d'entrevues ont été codées en utilisant un style de codage ouvert et l'analyse de contenu a été accomplie. Les statistiques descriptives des participants ont été calculées. Résultats: Plusieurs thèmes sont devenus apparents. Tous les participants avaient connu un déclin fonctionnel à un jeune âge qui a entraîné des changements dans leurs besoins de soins. Souvent, cela signifit avoir à changer leurs appareils et accessoires fonctionnels. De nombreux participants craignaient de perdre leur indépendance en vieillissant. Conclusion: Il y a une méconnaissance des besoins uniques auxquels font face les personnes vieillissant avec un handicap developmental et la façon dont ils accident aux soins de longue durée. La préférence pour ces personnes est de viellir en place, leur indépendance devant être maintenue pour que ce soit un succès. Trois facteurs contribuent à faciliter ceci: les appareils et accessoires fonctionnels, les soins auxiliaires et l'accessibilité aux services santé.

APA, Harvard, Vancouver, ISO, and other styles

22

Grantcharova, Nina. "Developmental Control of Cell Division in Streptomyces coelicolor." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Universitesbiblioteket [distributör], 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6412.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

WOOLFOLK, AVERY. "CINCINNATI CENTER FOR DEVELOPMENTAL DISORDERS (CCDD): A CASE STUDY IN INSURING UNINSURED CHILDREN WITH DEVELOPMENTAL DISABILITIES." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin992433154.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Ritzema, Anne Marie. "Stress in parents of children with developmental disabilities over time." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94922.

Full text

Abstract:

Stress levels of parents whose children have developmental disabilities (DD) are significantly higher than those of parents with typically developing children. However, few studies have looked at the effects of child characteristics on parent stress over time. The aim of the present study is to assess whether changes in child behaviour problems or adaptive functioning affect parent stress. Using data from the National Early Intervention Research Initiative, predictors and correlates of stress were examined in parents of children with DD who attend early intervention (EI) programs (n = 21). Families participated in two rounds of data collection, approximately two and a half years apart. At Time 1 child behaviour problems significantly predicted parent stress (ß = .71, t (53) = 7.47, p < .0001). Between Time 1 and Time 2 child behaviour problems decreased significantly (t (19) = 2.13, p < .05), as did parent stress (t (19) = 3.58, p = .002). At Time 2, child behaviour problems were significantly related with parent stress (r (19) = .74, p < .0001), and so was child adaptive functioning (r (19) = -.53, p < .05). The results are discussed in the context of current EI practice and policy in Canada.
Le niveau de stress chez les parents d'enfants ayant une déficience intellectuelle est plus grand que chez les parents d'enfants ayant un développement typique. Néanmoins, peu de recherches ont été menées sur les effets des variables chez les enfants sur le stress qu'éprouvent les parents à la longue. Le but de cette étude est d'évaluer l'impact des changements dans les comportements adaptatifs et problématiques de l'enfant sur le niveau de stress parental. A partir des donnés du National Early Intervention Research Initiative, cette étude examine les indices du stress chez les parents d'enfants ayant un trouble envahissant du développement qui faisaient partie d'un programme de soins précoces (n = 21). Les familles en question ont participé à deux enquêtes à deux années et demi de différence. Lors de l'enquête 1, les comportements problématiques de l'enfant prédisaient considérablement le niveau de stress parental (ß = .71, t (53) = 7.47, p < .0001). Entre l'enquête 1 et l'enquête 2, les comportements problématiques de l'enfant ont diminué considérablement (t (19) = 2.13, p < .05), ainsi que le stress parental (t (19) = 3.58, p = .002). Lors de l'enquête 2, les comportements problématiques de l'enfant s'avéraient intimement liés au stress parental (r (19) = .74, p < .0001) ainsi que les comportements adaptat ifs de l'enfant (r (19) = -.53, p < .05). Les résultats sont présentés dans le contexte de la pratique des soins précoces et des politiques actuellement en vigueur au Canada.

APA, Harvard, Vancouver, ISO, and other styles

25

Chan, Kwok-ying. "Stress and coping in parents of children with developmental disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B29697190.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Nehring, Wendy M., American Nurses Association, and Nursing Division of the American Association on Mental Retardation. "Intellectual and Developmental Disabilities Nursing: Scope and Standards of Practice." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu_books/105.

Full text

Abstract:

"Last published in 2004, this new second edition contains up-to-date information for practitioners committed to providing a continuum of services to individuals with intellectual and developmental disabilities (ID/D) across the lifespan." --nursebooks.org
https://dc.etsu.edu/etsu_books/1111/thumbnail.jpg

APA, Harvard, Vancouver, ISO, and other styles

27

Mims, Pamela J., Ann Meyer, Leah Wood, and Lynn Ahlgrim-Delzell. "Supporting Literacy Achievement for Students with Developmental Disabilities through Technology." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/182.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Mims, Pamela J. "Increasing Literacy Outcomes for Students with Intellectual and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3238.

Full text

Abstract:

This session will focus on providing literacy instruction to students with intellectual and developmental disabilities (IDD) through the use of story-based lessons of grade appropriate texts and systematic instruction of the five components of reading (i.e., phonemic awareness, phonics, comprehension, vocabulary, fluency). Specifically, participants will gain understanding of prompting literacy development through evidence based practices found effective for students with severe disability.

APA, Harvard, Vancouver, ISO, and other styles

29

Buchmeier, Amanda. "Varied and Novel Activity Selection by Adults with Developmental Disabilities." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/965.

Full text

Abstract:

Basic laboratory research has shown that variability is an operant dimension of behavior (Page & Neuringer, 1985). Applied research on behavioral variability has been conducted with a variety of populations and response topographies; however, no research has been conducted with adults with developmental disabilities, and only one study has targeted activity selection (Cammilleri & Hanley, 2005). In the present study, varied activity selection was reinforced according to a Lag 1 schedule of reinforcement. The present study also evaluated whether selection of novel activities occurred in the absence of differential reinforcement and assessed generalization of varied activity selection. Varied activity selection increased for all participants although prompts to select activities were required for 2 of 3 participants. Few novel selections occurred throughout the study and varied activity selection did not generalize to participants' natural environments. These results suggest that a lag schedule of reinforcement can be used to increase varied activity selection by adults with developmental disabilities but should be implemented in the natural environment.

APA, Harvard, Vancouver, ISO, and other styles

30

Groskreutz, Nicole Christine. "Generalization of Negatively Reinforced Mands in Children with Developmental Disabilities." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1268.

Full text

Abstract:

Everyone, including children with developmental disabilities, encounters stimuli they find aversive every day (e.g., the sound of a classmate tapping their pencil). These aversive stimuli may not be problematic for typically developing individuals, because they learn to behave in ways that allow them to escape or avoid this aversive stimulation. They could, for example, mand (i.e., request) for something to be changed in the environment (e.g., ask their classmates to stop tapping their pencils). A child with developmental disabilities, however, may not have the communication skills necessary to request the termination of aversive stimuli, which may result in frequent exposure to aversive situations. For these children, it may be useful to acquire a general mand (e.g., saying, "No, thank you") which could be used to avoid or terminate a variety of aversive stimuli. Previous researchers teaching mands for negative reinforcement have focused on replacing problem behavior maintained by escape from task demands. The current study extended the literature on teaching mands for negative reinforcement by teaching children with developmental disabilities to mand for escape from a variety of nonpreferred stimuli, while assessing generalization to untrained stimuli and settings. Participants were two school-aged boys with autism who engaged in problem behavior when they encountered nonpreferred stimuli, and did not use an appropriate mand for negative reinforcement. First, we employed a non-preferred stimulus assessment to identify stimuli for subsequent use in mand training. Next, we conducted mand training sequentially across nonpreferred stimuli until sufficient exemplars were trained for generalization to untrained stimuli to occur. Finally, we conducted probes to assess generalization of the mand response to nontraining contexts outside of the experimental setting. For both participants, training was required across two stimuli before cross-stimulus generalization was observed. Because generalization did not bring the mand to criterion levels with the third stimulus, for either participant, training was introduced to facilitate acquisition. The mand response was acquired with a fourth stimulus in the absence of training. Through the inclusion of appropriate control conditions, we showed that the stimulus control of the mand response was appropriate, occurring almost exclusively in the presence of nonpreferred stimuli. In addition, we showed decreases in problem behavior, for both participants, which corresponded to acquisition of the mand response. We also provided evidence of generalization to nontraining contexts. We discuss limitations of the current study and present suggestions for future research.

APA, Harvard, Vancouver, ISO, and other styles

31

Harwood, Kristine Annette. "Agency influence on best practices with adults with developmental disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1632.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Claytor, Joanne Sue. "Caregivers perceptions of permanency planning for adults with developmental disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1637.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Orozco, Danielle Marie. "JOB READINESS OF SOCIAL WORKERS SERVING INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/809.

Full text

Abstract:

The present study explored advance year Master of Social Work (MSW) candidates and graduated social workers perceived preparedness to serve individuals with developmental disabilities (DD). There has been minimal of studies that have explored perceived preparedness in serving individuals with DD, more specifically in the field of social work. Due to the lack of research on the topic and the recent growth of the DD population, the present research was an exploratory project that utilized qualitative techniques. Data was collected through face-to-face interviews that analyzed advance year Master of Social Work candidates and graduated social workers perceived preparedness serving individuals who are developmentally disabled. The findings of this study suggested that Master of Social Work candidates and graduated social workers are not prepared to serve the DD population. Based on the qualitative analyses, four themes emerged about social workers serving the DD population. The implications of this study include the need for reevaluation of the Council on Social Work Education accreditation standards and ethical standards put forth by the National Association of Social Workers (NASW).

APA, Harvard, Vancouver, ISO, and other styles

34

Colangelo, Doreen Marie. "Correlates of Developmental Disabilities Direct Service Professionals' High Turnover Rate." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1881.

Full text

Abstract:

Workplace turnover is destructive to organizations both financially and operationally. The cost of selecting and replacing the wrong candidate for a position ranges from a few thousand to several million dollars. The goal for this correlational study was to assess the efficacy of an applicant test instrument for identifying key personality traits of direct service professionals (DSP) in the developmental disabilities arena which correlate with successful job tenure and decrease turnover cost. The theoretical framework that grounded this study was the poor job fit theory. The population studied consisted of DSP's hired by an organization in Glynn County, GA. Anonymous candidates' data were obtained by the screening test and stratified into 2 categories: successful employees (48 of those remaining in their position for a year or longer) and unsuccessful employees (48 of those remaining in their position less than 1 year),the secondary historical data from the test instrument were analyzed via a binary multiple logistics regression model. Since inferential statistical analysis results revealed no statistical significance (at the .05 level) of any of the 5 test category variables for predicting successful employment (a year or longer) or unsuccessful employment (less than a year), The analysis revealed that the Talent Acquisition - Healthcare Services Profile - Clinical Test is not a successful screening tool for the subject population. When organizations hire the right candidates for healthcare positions, beneficial social change can occur when a higher quality of care is delivered, making a positive contribution to the lives of the caregivers, patients, and patients' families.

APA, Harvard, Vancouver, ISO, and other styles

35

Schreck, Kimberly Anne. "Preliminary analysis of sleep disorders in children with developmental disabilities." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392312368.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Clayton, Lynn E. "Intervention Settings for Children with Cochlear Implants and Developmental Disabilities." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243189468.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Thompson, Laura. "The future of services for individuals with developmental disabilities| An analysis of changes presented by the new york state office of people with developmental disabilities." Thesis, State University of New York Empire State College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1555983.

Full text

Abstract:

This project explores the historic, current and future services for individuals with developmental disabilities in New York State in a series of related studies presented in three chapters. The first chapter examines the history of how modern services for individuals with developmental disabilities were established. The second chapter examines the social, economic and political factors that are driving the first major changes in services for individuals with developmental disabilities since the early 1970's. The first two chapters will demonstrate similar trends that caused major changes in the 1970's and the major changes currently happening in service delivery. The final chapter examines the proposed services that will be offered to individuals in New York State, the implementation of the new services, potential barriers to implementation and both the intended and unintended consequences of the new services.

APA, Harvard, Vancouver, ISO, and other styles

38

Seibert, Susan R. "Setting the standards for the future the role of national quality enhancement programs in services for people with developmental disabilities/." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007seiberts.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Yu, Ka-ki Kevin, and 余嘉棋. "Neuroimaging meta-analysis in neurodevelopmental disorders." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47753171.

Full text

Abstract:

Background and Objectives: ‘Neurodevelopmental disorders’ is often synonymously used with childhood developmental disorders such as autism spectrum disorder (ASD), however, increasingly new lines of evidence from genetics and epidemiology suggests having schizophrenia and bipolar disorder to be included as well. For example, there is a strong tendency for schizophrenia and bipolar disorder to occur in people with ASD and shared aetiological factors such as prenatal infection and maternal vitamin D deficiency during pregnancy have all been linked with increased risks in all three conditions. To investigate into this, I have turned to brain imaging, a technique which has opened up a new horizon for neurobiologists. Typically, neuroimaging studies focus on one disorder, matching patients with healthy volunteers and compare their brain structures volumetric differences. On the other hand, such studies are limited by various factors including small ample size, low power, no psychiatric control group, and sample or design heterogeneity. Methods: To summarize all the data into a more meaningful biological representation, Anatomical Likelihood Estimation (ALE), a cutting edge meta-analytic approach was applied. The rationale behind ALE is that it identifies brain differences most consistently reported across studies, while filtering away differences that are least documented. In this thesis, a novel application of ALE known as “dual disorder ALE” is introduced, which serves to estimate the extent of brain regional differences implicated in either disorder – in other words, a method to quantify which areas of the brain are more likely to be affected by ASD, schizophrenia or bipolar disorder. Findings: The analysis is separated into two parts. First, dual disorder ALE technique was applied to investigate the relationship between ASD and first-episode schizophrenia. Data from 25 MRI studies was extracted comprising 660 participants (308 ASD, 352 schizophrenia) and 801 healthy controls. In ASD and FE schizophrenia, there were similar brain differences near the limbic-striato-thalamic circuitry, and distinctive brain differences including amygdala, caudate, frontal and medial gyrus for schizophrenia and putamen for ASD. In the second part comparing bipolar disorder and schizophrenia, data from 651 schizophrenic patients, 540 bipolar patients, and 1438 healthy controls was used, and matched one-to-one by pairing up bipolar disorder studies with corresponding schizophrenia studies to minimize confounders. The ALE result indicated that there are substantial overlaps across the two disorders, with schizophrenia having more extensive brain differences than bipolar disorder. Conclusions: Both parts of the analysis suggest that there are similar aetiological pressures affecting neurodevelopmental disorders including ASD, schizophrenia and bipolar disorder.
published_or_final_version
Psychiatry
Master
Master of Philosophy

APA, Harvard, Vancouver, ISO, and other styles

40

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Nowicki, Elizabeth A. "Inclusion strategies and attitudes of adolescents towards students with developmental disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/MQ30717.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Grant, Heather J. "Psychotropic medications and serious fall injuries among persons with developmental disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ42623.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Laforce, Jennifer C. "Instruction prompt, discrimination ability, and cooperation in persons with developmental disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ42647.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Rietschlin, John C. "Parents for life, negotiating residential arrangements for adults with developmental disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58228.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Kensinger, Kari Michelle. "Leisure experiences of young adults with developmental disabilities a case study /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0005922.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Tjus, Tomas. "Language and literacy acquisition in children with developmental and learning disabilities." [Göteborg], Sweden : Dept. of Psychology, Göteborg University, 1998. http://catalog.hathitrust.org/api/volumes/oclc/42722084.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Horn, Julie A. "Teaching functional skills to individuals with developmental disabilities using video prompting." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002389.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Mayton, Michael R., John J. Wheeler, Ann Huang, and Erik Dobosz. "Intrusiveness of Behavioral Treatments for Children with Autism and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/275.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Hackett, Simon. "Art psychotherapy with adult offenders who have intellectual and developmental disabilities." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/10354/.

Full text

Abstract:

Objectives: To evaluate the effectiveness of art psychotherapy with adult offenders who have intellectual and developmental disabilities within an inpatient setting. The research looked at significant events taking place within the treatment that supported therapeutic outcomes. The aims of the research were to investigate a range of explanations for measurable therapeutic change that could be plausibly related to the processes observed in therapy. Design: Four single-case studies were conducted with pre-treatment, treatment, and post treatment assessment using multiple measures of change and observations of process. Participants: Four male participants with mild intellectual and developmental disabilities from an NHS medium-low secure forensic hospital in the UK. Intervention: Each participant completed up to 20 individual art psychotherapy sessions within six months. The treatment sought to engage each participant in making personally generated art work which was then discussed with the therapist. Main outcome measures: Core Conflictual Relationship Theme (CCRT); Daily Self-Rating Scale for specific symptoms; Personal Problem Scale; Modified Overt Aggression Scale (MOAS); Brief Symptom Inventory 18 (BSI-18); Glasgow Anxiety Scale for adults with Intellectual Disabilities (GAS-ID); Glasgow Depression Scale for people with a Learning Disability (GDS-LD); Rosenberg Self-Esteem Scale (RSES). Results: The main outcomes show a post-treatment reduction in aggressive styles of interacting with others for two participants in a medium secure unit. Daily Self-Rating Scale measures show an improved post-therapy trend for three participants, with all participants reporting improvement on the Personal Problem Scale and positive changes in CCRT interpersonal schemas. Behavioural and relational outcomes were observed to promote pro-social responses towards others three months following the end of treatment. Art psychotherapy was found to have positive therapeutic benefits for each of the four participants.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Division of Developmental Disabilities'

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