Dissertations / Theses on the topic 'Intellectuals. Social interaction'

Role taking ability has been examined in many ways including developmental studies with normal subjects and studies which demonstrated role taking deficits in a variety of special populations. Recent data suggest that individuals with autism also show such deficits when compared to nonautistic mentally retarded subjects and normal subjects matched for mental age. These deficits in role taking ability have been proposed as one of the cognitive bases for the social interaction difficulties which are present in all autistic persons. The purposes of the present study were to demonstrate, for each of three primary dimensions of role taking, the presence of role taking deficits in the autistic, and to determine the extent to which those deficits correlate with measures of social interaction competence. Subjects for the study included a group of autistic children and a matched group of non-autistic mentally retarded children. Results revealed significant deficits in the autistic group for one of the three role taking dimensions. In addition, that dimension showed significant positive correlations with several of the social interaction measures. Secondary findings suggest the need for a more fine-grained analysis of the nature of social deficits in autism. Implications of these results for the understanding and treatment of the autistic were discussed and future directions for research in the area of autism and social cognition were suggested.
M.S.

Orientadores: Paulo Dalgalarrondo, Eleonore Zulnara Freire Setz
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
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Resumo: O diagnóstico de crianças com transtornos do espectro autista (TEA) baseia-se na observação e em informações sobre padrões comportamentais e sintomas descritos pelos cuidadores. A etologia é uma área da biologia que pode contribuir significativamente para o desenvolvimento de métodos mais válidos e precisos de mensuração do comportamento de crianças com TEA. Esta pesquisa teve por objetivo desenvolver um etograma novo, detalhado, válido e útil com uma amostra expressiva de crianças e adolescentes com TEA e verificar se este instrumento é capaz de identificar e discriminar os TEA de outro transtorno do desenvolvimento que normalmente é diagnosticado na infância, a deficiência intelectual (DI). Todas as crianças e adolescentes com TEA e DI incluídos neste estudo eram pacientes dos Ambulatórios de Psiquiatria da Criança e do Adolescente do Hospital das Clínicas da Universidade Estadual de Campinas. A amostra foi composta por 69 crianças e adolescentes diagnosticados com TEA entre as idades de três e 18 anos e 77 crianças e adolescentes diagnosticados com DI entre as idades de quatro e 16 anos. O diagnóstico de TEA foi confirmado pela versão brasileira da Childhood Autism Rating Scale (CARS -BR). Todos os participantes com DI apresentaram um QI abaixo de 70, determinado por meio da Escala de Inteligência Wechsler para crianças ou adolescentes, 3ª edição, versão brasileira. Uma câmera escondida de alta definição na forma de uma caneta, com um gravador de vídeo digital, foi utilizada para gravar cada um dos participantes durante as consultas psiquiátricas. Para compor as categorias e subcategorias do etograma, foram selecionadas as dez primeiras gravações de participantes com TEA e DI, totalizando 20 gravações. O etograma foi composto por 10 grandes categorias, divididas em 88 subcategorias, incluindo posturas corporais, verbalizações, estereotipias motoras, posturas de cabeça, comportamento visual, gestos, o estado atual e a distância interpessoal. O teste de Mann-Whitney revelou diferenças significativas entre os participantes com TEA e DI em relação aos sinais clássicos dos TEA e comportamentos que não são típicos dos TEA e da DI, tais como movimentação corporal e exploração do meio. A interação social de crianças e adolescentes com DI foi significativamente melhor do que crianças e adolescentes com TEA, independentemente do seu grau de comprometimento intelectual ou adaptativo. Também foram observadas diferenças significativas entre as categorias de etograma quando os grupos foram divididos por idade, sexo e gravidade. A análise de regressão logística com as categorias e os fatores extraídos da etograma revelou preditores significativos para o diagnóstico dos TEA e dos seus níveis de severidade de acordo com o DSM-IV-TR e DSM-5. O método de observação do comportamento social de crianças e adolescentes baseado na etologia é extremamente eficaz para a identificação dos TEA e para discriminação destes transtornos em relação a DI. É um método barato e minimamente invasivo, que não depende do relato dos pais e do preenchimento de questionários. A etologia pode contribuir significativamente para a investigação dos sinais e sintomas dos TEA, com aplicação importante no contexto clínico do profissional de saúde mental e para fins de pesquisa
Abstract: The diagnosis of Autism Spectrum Disorder (ASD) is still based on direct behavior observation or on information about patterns of behaviors and symptoms described by caregivers. Ethology is an area of biology that may contribute significantly to the development of more accurate and valid methods for measuring the behavior of children with ASD. The aims of this study were to develop a new, detailed, valid and useful ethogram with a large sample of children and adolescents with ASD, and to test whether this instrument accurately distinguishes ASD from another developmental disorder that is usually diagnosed in childhood, the Intellectual Developmental Disorder (IDD). All of the children and adolescents with ASD and IDD enrolled in this study were patients of the Child and Adolescent Psychiatry outpatient clinics of the Hospital of the University of Campinas (Unicamp). The participants comprised 69 children and adolescents diagnosed with ASD between the ages of 3 and 18 years; and 77 children and adolescents diagnosed with IDD between the ages of 4 and 16 years. The diagnosis of ASD was confirmed by the Brazilian version of Childhood Autism Rating Scale (CARS-BR). All participants with IDD had a full-scale IQ (FSIQ) below 70, determined using the Wechsler Intelligence Scale for Children or Adults, 3rd edition, Brazilian version. A High-Definition Hidden Camera Pen, with a digital video recorder, was used to record each participant during their regular psychiatric assessment. To compose the categories and subcategories of the ethogram, we selected the first ten recordings from ASD and IDD participants, for a total of 20 recordings. The ethogram comprised 10 major categories divided into 88 subcategories, including body postures, verbalizations, motor stereotypies, head postures, gaze behavior, gestures, current status and interpersonal distance. The Mann-Whitney test revealed significant differences between participants with ASD and IDD in relation to classic signs of ASD and behaviors that are not typical of ASD and IDD, such as body movement and exploitation of the environment. The social interaction of children and adolescents with IDD was significantly better than children and adolescents with ASD, regardless of their degree of intellectual or adaptive impairment. Significant differences between the categories of ethogram were also observed when the groups were divided by age, gender and level of severity. The logistic regression analysis with the categories and the factors extracted from the ethogram showed significant predictors for the diagnosis of ASD and their severity levels according to the DSM-IV-TR and DSM-5. The method of observation and measurement of social behavior of children and adolescents grounded in ethology is extremely effective for the identification of ASD and discrimination of these disorders compared to IDD. It is an inexpensive and minimally invasive method that does not depend on the report of parents and on completing questionnaires. The ethology may contribute significantly to the investigation of the signs and symptoms of ASD, having important application in the clinical context of the mental health professional and for research purposes
Doutorado
Saude da Criança e do Adolescente
Doutor em Ciências

Persons with intellectual disability have been found to perform more poorly on tasks, demanding the use of executive functions like planning, than their peers. This study investigated difficulties with planning, and how problems with planning ability can be supported by using cognitive artifacts to help performance on activities in everyday life, for adolescents with intellectual disability. The approach taken is one of situated cognition, where the natural environment plays a big role, to see if the same difficulties arise as results from traditional research has shown. The traditional view focuses a lot on executive functions, and experimental studies in controlled settings and often suggests interventions and practice of certain functions to get better abilities. Another way is to focus on the use of cognitive artifact, to support problematic abilities, and to get a well-rounded understanding of how the problems actually appear in everyday life, the alternative view of situated cognition is a way to go. The data was gathered through interviews and surveys with the individual’s parents and analyzed through categorization and a repeated measures ANOVA, with a bonferroni corrected post hoc test. Results show several problematic areas, and that there is a difference in how problematic these areas are estimated to be when it comes to planning in everyday situations. It is discussed how the natural contexts helps knowing what planning really means for the group, as well as how it can help finding properties in cognitive artifacts that can help raise the level of independence in planning related tasks.

Selon l'IASB (§ 26) une information " (...) possède la qualité de pertinence lorsqu'elle influence les décisions économiques des utilisateurs en les aidant à évaluer des événements passés, présents ou futurs ou en confirmant ou corrigeant leurs évaluations passées ". Ce cadre conceptuel repose sur des hypothèses de comportements qui doivent être encadrées pour tendre vers une communication financière fidèle et pertinente donc utile et destinée à réduire l'asymétrie d'information. Autrement dit, la pertinence de l'information financière est comprise comme un facteur de réduction d'asymétrie d'information entre l'entreprise et ses investisseurs. Ainsi le choix d'un parcours de recherche fondé sur la complémentarité entre une démarche hypothético déductive et une démarche normative nous semble justifié puisque " bien que leurs visées soient différentes, les unes (théorie normative) sont les théories " de " et les autres (théorie positive) des théories " pour " la pratique " (Colasse, 2009). Nos travaux s'inscrivent dans le nécessaire renforcement des liens entre la communauté scientifique et la communauté des praticiens. Le praticien utilise et parfois modélise une doctrine comptable qui peut se définir comme l'ensemble des travaux théoriques (articles, rapports, guides d'application, ouvrages...) exprimant, d'une part, la pensée d'auteurs sur les problèmes généraux de la discipline comptable et, d'autre part, les avis et recommandations donnés par différents organismes (ANC, CSOEC, CNCC, AMF, etc.). La doctrine contribue à dégager des tendances et à trouver des solutions aux problèmes que les textes n'ont pas précisé. Elle sert de référence à la résolution de problèmes comptables souvent délicats que les textes ne pouvaient prévoir lorsqu'ils ont été élaborés. La doctrine comptable contribue ainsi au cadre comptable. La doctrine comptable est susceptible de se nourrir des liens étroits entre la recherche et la pratique professionnelle pour fournir un terrain d'expérimentation et de validation pertinent afin d'améliorer la théorie comptable et donc la cohérence de la normalisation. La doctrine contribue à l'émergence de problématique pertinente d'un point de vue académique et nécessaire dans son utilité sociale. Nos principaux apports, au-delà des résultats, propositions doctrinales et méthodologiques, est donc d'élaborer une mise en interaction des démarches positives et normatives, cette piste nous parait promise à un grand avenir en raison des politiques d'harmonisation comptable dont la quête consiste à proposer des normes favorisant la pertinence des états financiers. Plus que jamais la pertinence de l'information comptable est devenue un outil politique de la régulation dont l'exploration et la connaissance sont indispensables à la confiance et à la stabilité des marchés. Pour autant, c'est aussi un schéma de recherche exigu car seul les investisseurs sont compris dans la recherche de la pertinence, hors la comptabilité est peut être un bien public qui n'est pas forcément et directement destiné aux acteurs des marchés financiers. A ce titre, les théories sociologiques de type constructiviste pourraient aussi avoir le mérite de nous engager sur une réflexion concernant les besoins réels ou supposés d'informations d'une large gamme d'utilisateurs comme les clients, les fournisseurs, les salariés, les instances politiques et tout utilisateur dont la démarche d'investissement repose aussi sur des motivations différentes que celles que nous présupposons dans nos travaux. Ainsi, la théorie positive de la comptabilité au moyen d'une cohérence épistémologique et méthodologique offre les outils pour comprendre une réalité et postuler des hypothèses qui pourront justifier scientifiquement la nécessité de l'application d'une règle issue de travaux normatifs. A l'inverse, l'application d'une norme est susceptible de susciter des hypothèses d'application dont la validation répond à une démarche hypothético déductive prônée par la théorie positive. Cette interaction est un chemin prometteur pour poursuivre nos travaux relatifs à la pertinence de l'information comptable dans le cadre d'une contribution académique et institutionnelle indispensable et dans un contexte d'instabilité et d'incertitude significatif quant à l'application uniforme des IFRS dans tous les pays du monde.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The objective of this research was to investigate the social relations that are established between children with and without intellectual disabilities, in classroom situations. Assuming that social interaction plays an important role in children's education, this work is justified by the need to investigate extent to which educational inclusion of children with intellectual disabilities, which is a legal requirement and a contemporary policy, contributes to the development of children at school. The main hypothesis of this research is that intellectually impaired pupils within an inclusive context are more accepted than rejected by the group of classmates, but the former occupy a marginalized position among their peers. This research was oriented by the concepts of discrimination and experience, in the light of critical theory of society. Data was collected from children enrolled in elementary school I (Ensino Fundamental I), who attended class with impaired pupils, and two children with intellectual disabilities were the core subjects for this research. The instrument consisted of the application of sociometric test for the purpose of identifying reciprocal relationships established between children with and without disabilities in the classroom, as well as the guided observation throughout classes. The results obtained by sociometric test is not consistent with the main hypothesis motivating this research, and it indicates that students with intellectual disabilities are not permitted to take part in subgroups formed by children, so that they are segregated. But the guided observation indicates the existence of moments of identification between children with and without intellectual disabilities
O objetivo desta pesquisa foi investigar as relações sociais estabelecidas entre as crianças com e sem deficiência intelectual, nas situações de sala de aula. Tomando por referencia que a interação social desempenha um importante papel na formação da criança, o trabalho se justifica pela necessidade de investigar em que medida a inclusão educacional da criança com deficiência intelectual, uma exigência legal e política contemporânea, contribui para o desenvolvimento das crianças que convivem na escola. A hipótese principal da pesquisa é que os alunos com deficiência intelectual em situação de inclusão são mais aceitos do que rejeitados pelo grupo de alunos da sala de aula, porém ocupam lugar de marginalização entre os alunos. A pesquisa foi orientada pelos conceitos de preconceito e experiência, à luz da teoria crítica da sociedade. A coleta de dados foi realizada com crianças matriculadas no ensino fundamental I que estudavam com alunos com deficiência na mesma sala de aula e os sujeitos núcleo da pesquisa foram duas crianças com deficiência intelectual. O instrumento consistiu na aplicação do teste sociométrico visando a identificar os relacionamentos recíprocos estabelecidos em sala de aula entre as crianças com e sem deficiência, bem como à observação dirigida durante os períodos de aula. Os resultados obtidos no teste sociométrico negam a hipótese geral da pesquisa, indicando que os alunos com deficiência intelectual não são escolhidos para a formação de subgrupos entre as crianças, sendo segregados. Porém as observações dirigidas apontam para a existência de momentos de identificação entre as crianças com e sem deficiência intelectual

This study examines how the staff at a serviced housing for persons with developmental disabilities understands and manage their professional roles, and how they interact with the users. The material consists mainly of participant observation and interviews with duty personnel. The study has an existentialist/phenomenological framework and describes how personnel perceived their work situation as problematic and how this affected the staff's way of relating to and interact with the users. There was instances in which the staff exercised power over the users. The thesis also shows how the staff's jointly designed practical routine had compromising effects on the ethical principles they highlighted as important to follow in the interviews. The study shows that it is possible to understand the gap between the staff's ideals and practices based on their efforts to establish security, continuity and predictability in a situation that was perceived as unsafe.

Syftet med denna studie är att bidra med kunskap om elevers perspektiv på användandet av digitala verktyg i socialt samspel, som stöd i undervisningen och i vardagen. För att belysa detta område har elever som går ett nationellt yrkesprogram i gymnasiesärskolan intervjuats. Intresset för denna studie uppkom då jag genom mitt arbete inom särskolans verksamheter ibland upplevt att jag inte haft tillräckligt med kunskap inom detta område för att kunna stötta eleverna optimalt. Tidigare forskning visar att användandet av digitala verktyg i undervisningen har positiva effekter för elever med utvecklingsstörning. Det finns även forskning som visar att användandet av digitala verktyg kan bidra till ökad självständighet och delaktighet i samhället för dessa personer. Studien utgår från ett sociokulturellt perspektiv, där lärande och utveckling sker i interaktion mellan människor. En kvalitativ halvstrukturerad intervju, valdes som metod för att samla in det empiriska materialet. Resultaten i studien pekar på att eleverna använder vanligt förekommande funktioner i mobiler och datorer i många olika kontexter. Enligt eleverna är verktygen en nödvändighet för både undervisningen och för att kunna vara delaktiga i samhällets alla delar. Inga specifika funktioner eller användningsområden som kan härledas till just gymnasiesärskolans verksamhet framträdde i studien. Eleverna uttryckte att de lärt sig använda verktygen av sig själva eller utav kompisar. De uppgav också att de själva funnit lämpliga strategier och användningsområden för verktygen som kompenserar olika funktionsnedsättningar eller andra svårigheter både i och utanför skolan. För att belysa området ytterligare kan det vara lämpligt att studera användandet av digitala verktyg utifrån speciallärares perspektiv och se vilka möjligheter det finns för att utveckla användandet av de verktyg eleverna redan är förtrogna med i undervisningen.
The purpose of this study is to contribute knowledge about students’ perspectives on the use of digital tools in social interactions, education and everyday life. In order to examine this area, students in compulsory school for pupils with learning disabilities have been interviewed. The interest for this subject arose when I during my work in special school sometimes experienced a lack of knowledge, regarding digital tools, on how to support the students fully in their education. Previous research shows positive results for students with intellectual disabilities regarding use of digitals tools during education. There are also studies that show that using digital tools can contribute to increase the independence and connection to the society for these people. This study is based on a sociocultural perspective, where education and personal growth is developed by interaction between people. In order to collect empirical data, a qualitative semi-structured interview method was selected. The results indicate that the students are using common functions in both smart phones and computers in a variety of contexts. According to the students, the digital tools are necessary for their education as well as their participation in all parts of the society. The study did not result in any features or applications used specifically for educating students in compulsory school for pupils with learning disabilities. The students expressed that they learned to use the tools by themselves or from friends. They also stated that they themselves found appropriate strategies and area of use for the tools that compensate for different disabilities or other difficulties both inside and outside the school. Regarding future research in this area one suitable approach could be to use the special education teacher’s perspective as a main source and explore the possibilities to further develop the digital tools the students already are familiar with, towards a better education.

The thesis sets out to examine how significant experience is sought, recognised and communicated in São Tomé and Principé. It notes the outcomes that are frequently searched for and describes the 'location' of significant experience in social interaction. It finds that experience which is personalised, qualitative and direct is preferred to that which is thought about. It describes how people adopt strategies that will result in achieving desired outcomes in social responses and material security and it notes that assertions made to achieve these ends can be seen to be associated with conditions of material life lived and utilise signs that reflect social differences locally and globally. It notes that material differences observed can be explained in social terms and social differences can be formed through showing material differences. The study examines ways in which the physical properties of the island and the cultural artifacts still present from the past have an ongoing influence in forming the content, timing and quality of personal and social actions. It notes how the development of personal social connections are associated with material obligations and both how social connections can be developed for this end and how material obligations enacted can confirm social connections. The study notes the seeming inevitability of interaction to form personal social connections and the need thus for maintenance of 'social distance' to enable impersonal commercial monetised exchange to occur. It notes how such distance can be normatively asserted on others and how some utilise an awareness of such social 'architecture' to form obligations from which they may gain materially. The study found that many people have clear and well formed ideas as to the qualities and interests of foreigners. Yet foreigners can also be evaluated by the signs and actions they show. The study concludes that an 'architecture' of significant experience exists for many in the reflected recognition of others and that much importance is placed in particular personalised social relations. The important economic consequences of this are briefly outlined.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The need for information organization imposed by the increasing informational bulk rouses treatment measures by professionals among the most diverse information systems, such as archives, libraries, documentation centers, museums, and others. In society, nowadays, the exarcebated volume of the connective input of social, cultural, economic and technological wealth, which refers to information, requires that countries promote measures that go far beyond the physical space found in such systems so as to get into the virtual world. Intellectual technologies, then, come into action as a solution concerning the increasing informational flow, among them, the digital hypertext as a technology for the organization, management as well as communication of informational blocks; and groupware blog, chat and discussion lists as those ones capable of stimulating users to both individual and collective intelligence in the context of virtual learning nets. The overall aim is directed to the analysis of the digital hypertext as a technology targeted on information management and organization in the perspective of information communication. The specific ones cover the creation of a study group involving professors, researchers and Master students on areas like Management, Computer Science and Information Science, with the purpose of discussing interdisciplinary relations; the elaboration of guidelines for the production of the Virtual Learning Net's prototype PPGCI.NET, of the Postgraduate Program on Information Science/UFPB, by means of the relation digital hypertext -groupware blog, chat and discussion list; and the investigation into digital hypertext in the perspective of organization and management for information communication as regards to the guidelines for the development of the Virtual Learning Net PPGCI.NET. The methodological features as to method types, research, objective, gathering procedures and data nature correspond, respectively, to the following ones: research-action method, practical research or research-action, participant research, exploratory research and qualitative one. The substantiated plurality of theoretical voices - throughout the research - also includes the methodological analysis of the Hypertextus Study Group's discussions, of the students' - the ones who are representative of the Postgraduate Program on Information Science/UFPB, and of the volunteered participation of an Information Science professional. The aspects, described above, represent only some links of such an untiring web of investigation called hypertext.
A necessidade de organizar a informação imposta pela crescente massa informacional impulsiona medidas de tratamento pelos profissionais nos mais variados sistemas de informação, como arquivos, bibliotecas, centros de documentação, museus, etc. Na sociedade atual, o volume exacerbado do insumo conector de riqueza cultural, econômica, social e tecnológica que é a informação, exige que países promovam medidas que vão além do espaço físico encontrado nesses sistemas para adentrarem no mundo virtual. As tecnologias intelectuais entram em cena como uma solução diante do crescente fluxo informacional, entre elas o hipertexto digital como uma tecnologia para a organização, gestão e comunicação de blocos informacionais, e os groupware blog, chat e lista de discussão como aqueles capazes de estimular nos usuários as inteligências individual e coletiva no contexto das redes virtuais de aprendizagem. O objetivo geral refere-se à análise do hipertexto digital como uma tecnologia intelectual voltada para a gestão e organização da informação na perspectiva da comunicação da informação. Já os específicos abrangem a criação de um grupo de estudo envolvendo professores, pesquisadores e mestrandos das áreas de Administração, Ciência da Computação e Ciência da Informação, com a finalidade de discutirmos as relações interdisciplinares; a elaboração de diretrizes para a criação do protótipo da Rede Virtual de Aprendizagem PPGCI.NET, do Programa de Pós-Graduação em Ciência da Informação/UFPB, a partir da relação hipertexto digital groupware blog, chat e lista de discussão; e a investigação do hipertexto digital na perspectiva da organização e gestão para a comunicação da informação no que diz respeito às diretrizes para a criação da Rede Virtual de Aprendizagem PPGCI.NET. As caracterizações metodológicas quanto aos tipos de método, pesquisa, objetivo, procedimentos de coleta e natureza dos dados correspondem, respectivamente, aos seguintes: método pesquisa-ação, pesquisa prática ou pesquisa-ação, exploratória, pesquisa participativa, e qualitativa. A pluralidade de vozes teóricas fundamentada no decorrer da pesquisa também engloba a análise metodológica das discussões do Grupo de Estudo Hipertextus, dos discentes representantes do Programa de Pós- Graduação em Ciência da Informação/UFPB e da participação voluntária de um profissional da área Ciência da Computação. Os pontos delineados acima representam apenas alguns links desta insaciável teia de investigação chamada hipertexto.

Adolescence marks a time of increased social freedoms and opportunities to participate in new productive and leisure activities. As compared to typically developing high school students, those with intellectual disabilities (ID) can face more barriers to involvement in these activities. This study examined the involvement of high school students with and without ID in productive and leisure activities. Furthermore, it identified factors related to involvement, and it examined students’ satisfaction with their social interactions. Forty-seven typically developing high school students completed in-person interviews, and 45 of the students’ parents completed telephone interviews. Archival data from 63 parents of high school students with ID and 41 students with ID were also used. Students provided information about their satisfaction with social interactions, and, additionally, typically developing students provided information about the productive and leisure activities in which they participated. Parents in both groups provided information about their adolescents’ adaptive functioning and maladaptive behaviour, and parents of students with ID also provided information about the productive and leisure activities in which their adolescent participated. Results showed that typically developing students were more likely to be involved in employment and unstructured leisure activities than students with ID; however, there was no difference in involvement between the two groups for volunteer and structured leisure activities. Adaptive functioning was related to involvement in structured and unstructured leisure activities. Maladaptive behaviour was related to involvement in productive activities. Typically developing adolescents had a greater number of general daily interactions than adolescents with ID, and they were more satisfied with the quality of these interactions than students with ID. There was no difference in the quantity of close personal interactions between the two groups; however, typically developing students were more satisfied with the quality of their close personal interactions than students with ID. Implications and directions for future research are discussed.
Thesis (Master, Psychology) -- Queen's University, 2008-09-18 14:51:50.134

M.Ed. (Educational Psychology)
Social interaction plays a key role in children’s social development and learning. Hence, social interaction is important for everyone, including individuals with intellectual impairment. Researches such as Vygotsky, Dockett and Perry (2003) has shown that opportunities for social interaction for people with intellectual impairment can facilitate increased community integration, improved quality of life, greater sense of life-satisfaction and wellbeing, the development of friendships, and increased social skills. I engaged with relevant literature in order to understand the characteristics of children with intellectual impairment and their social functioning. My theoretical framework was based on a socio-cultural theory. The research was conducted at a school in the East Rand region of Gauteng that caters for children with intellectual impairment. The sample of participants that participated has played a prominent role in the school concerts and their age range between 12 years and 23 years old, with intellectual impairment as their primary disability. A phenomenological research design was followed so as to understand social and psychological phenomena from the perspectives of the people involved, in how they experience the school concert. Data was collected from various participants form the school’s environment, such as educators, the identified participants parents/caregivers, support staff the participants themselves. I conducted unstructured and semi-structured interviews, such as focus group discussions and individual interviews, with participants, parents/caregivers, educators, and support staff (speech therapist). After the research was conducted, the central findings about the research is the use of creative expressive arts helps children with intellectual impairment to become more focussed and increase their communication skills, developing a sense of self and building relationships. The school concert boosted their self-esteem and their confidence, improving their social interaction.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010.
Title from title screen (site viewed July 8, 2010). PDF text: vii, 125 p. ; 2 Mb. UMI publication number: AAT 3397187. Includes bibliographical references. Also available in microfilm and microfiche formats.

碩士
國立臺東大學
進修部暑期特教碩士班
104
The purpose of present study was to explore social skills teaching on improving interpersonal interaction learning outcomes for two elementary school students with intermediate intellectual disabilities. In terms of research method, an action research design for educating and analyzing was applied with self-made behavior checklist, behavior observation schedule, and interview outline to evaluate the learning outcomes, and with interviews and observation records of related persons to discover the evaluation on this study. The curriculum, including four units designed by demands and abilities of social interaction, lasted for ten weeks (two classes per week, total eight hundred minutes). Furthermore, the researcher designed teaching situation and practice based on students’ social interaction problems and observed their behavior at school to compare the learning outcomes before and after class. 1.The social skills teaching had the positive effects on improving their interpersonal interaction behaviors including self-identity, criticism handling, politeness interaction,and peer game. 2.Positive evaluation on this social skills teaching from mentor, regular class teachers, peers and parents presented that this study has positive social validity. According to above research results, the researcher offered suggestions for future education and research references.

碩士
國立臺南大學
特殊教育學系碩士在職專班
103
This study was aimed to explore the effects of promoting peer interaction of students with moderate intellectual disabilities through the picture books integrated social skills training program. A multiple probes across behaviors of single-subject design was used in this study. The two students with moderate intellectual disabilities at a self-contained special class of the elementary school participated in this study. The independent variable was the picture books integrated social skills training program. The program was designed with 80-minute session each week for 9 weeks period. The dependent variable was the effects of peer interaction which included greeting, taking turns to wait, and activity participation measured by a self-developed scale. Data were analyzed by visual analysis, C statistics, and effect size analysis. At the end of the program, interviews of parents and teachers of participants were used to examine the social validity of this study. The results of this study were summarized as follows: 1. The picture books integrated social skills training program showed the immediate, maintainable and generalized effects in improving the peer interaction skills of greeting, taking turns to wait, and activity participation for students with Moderate Intellectual Disabilities. 2. The results of interviewing parents and teachers agreed that the picture books integrated social skills training program had positive effects on promoting participants’ peer interaction. The social validity of this manipulation was confirmed. Based on the findings of the study, suggestions for the instruction and future research were provided. keyword：picture-books instruction、social skills、peer interaction、intellectual disabilities

碩士
國立高雄第一科技大學
行銷與流通管理所
93
Under the circumstance that information congested and rapidly changing, the importance of knowledge management is getting highly attention both in the practical and theoretical fields. Knowledge is the critical asset for an organization to get eternal improvement and sustainable competitive advantage in its industry. More and more theorists indicate that in the economy of knowledge, the dominative produce source is no long the traditional kinds-land, capital or labor, but the knowledge-relevant one such as the intellectual capital. In order to succeed in competing and coping with rivals under intensive competitive and dynamic environment, organization needs to acquire and accumulate its specific knowledge with more efficient way. The more an organization can create and accumulate its intellectual capital, the better it can outperform in the market. Specifically, as long as organization seeks the more efficient measures to create its intellectual capital and can easier to perform well in the industry. Further, evolution of organization structure has shifted from small and single-function form to big and multi-function with detailed specialization form. Such evolution in organization structure is based on the needs to cope with the environmental dynamics and task complexity. The emergence of chain store is a brand-new business form that combines the complement effects from the mechanisms of market and hierarchy. Hence, this research explores the creation of intellectual capital by means of organization capability in chain store business with perspective of economic and social interaction. Through the discussion of such topic, we try to elicit the guidance for further development in chain store business.

碩士
國立新竹教育大學
特殊教育學系碩士班
101
The purpose of this study was to examine the effects of peer tutoring model using adapted physical activities on gross motor skills and social interactions with intellectual disabilities in vocational high school. This study is based on single-subject design. Participants in this study were three students who were selected from special education school. The independent variable was the peer tutoring model using adapted physical activities. The dependent variables were gross motor skills and social interactions. The intervention was delivered for 15 weeks. There were two self-designed tools used to collect the data. Data analysis were performed mainly through visual analysis which included the curve, analysis within the phase, analysis between phase and in addition, C statistic was used as an auxiliary analysis. Based on the data analysis of this study, the results are listed as follows: (1)Peer tutoring model using adapted physical activities had significantly immediate and retentive effects on increasing the rate of accuracy on gross motor skills for three participants. The effect of Participant B was the best. (2)Peer tutoring model using adapted physical activities had retentive effects on gross motor skills for three participants. And the effect of Participant B was the best. (3)Peer tutoring model using adapted physical activities had significantly immediate and retentive effects on increasing the rate of accuracy on social interactions for three participants. The effect of Participant C was the best. (4)Peer tutoring model using adapted physical activities had retentive effects on social interactions for three participants. The effect of Participant C was the best.

碩士
國立清華大學
特殊教育學系
106
The purpose of this study was to investigate the influence of Super Skills social courses on enhancing peer interaction for the students with moderate and severe intellectual disabilities in a regular class. The methodology used ABM design from the single-subject experimental approach for 20 classes which included three phases: baseline, intervention, and maintenance. The three students with moderate and severe intellectual disabilities at special self-contained classrooms in the elementary school participated in this research. Super Skills social courses were the independent variables while the dependent variables were the effects of peer interaction including greeting, joining activities of others, and asking for help. The results of this study were as follows: 1.Super Skills social courses showed the immediate effectiveness in improving the peer interaction for the students with moderate and severe intellectual disabilities in the elementary school and students in a regular class. 2.Super Skills social courses showed the maintenance effectiveness in improving the peer interaction for the students with moderate and severe intellectual disabilities in the elementary school and students in a regular class. 3.The teachers and students in regular classes considered that Super Skills courses could partially improve the peer interaction for the students with moderate and severe intellectual disabilities in the elementary school. According to the aforementioned findings, some suggestions for the teaching intervention and the further researches were provided in this research.

碩士
國立臺灣師範大學
特殊教育學系在職進修碩士班
100
The Effectiveness of Using Speech Generating Devices（SGDs）as Teaching Strategies on Social Interactive Behaviors of Students with Limited Verbal and Severe Intellectual Disabilities Chen, Tsui-Feng Abstract The primary purpose of this study was to explore the effectiveness of using speech generating devices (SGDs) as teaching strategies on social interactive behaviors of two students with limited verbal and severe intellectual disabilities. Participants were two 2nd-grade girl students in the senior vocational department of a special education school. The independent variable was the speech generating devices (SGDs) teaching strategies, whereas the dependent variables were the participants’ social interactive behaviors (i.e., inviting, taking turns, and expressing praise) in terms of frequency and prompting scores. This study employed a multiple-baseline design across behaviors including the baseline, intervention and retention phases. The data were obtained from these three experimental phases and processed with the technique of visual and simplified time-series analysis to examine the intervention effects. Additionally, the researcher interviewed the participants’ peers and teachers participating in this study to ensure social validity of this study. The results of this study were specified as follows: A. The obtained data showed that SGDs raised the frequency and prompting scores in the participants’ inviting behaviors,and during maintenance phase the behaviors were retained. B. The obtained data showed that SGDs raised the frequency and prompting scores in the participants’ turn-taking behaviors,and during maintenance phase the behaviors were retained. C. The obtained data documented that SGDs increased the frequency and prompting scores in the participants’ praise-expressing behaviors ,and during maintenance phase the behaviors were retained. D. The obtained data from interviews indicated that the study demonstrated positive social validity. In the conclusion, implications for teaching SGDs strategy were addressed and suggestions for future studies were proposed. Keywords: Severe intellectual disabilities, social interactive behavior, augmentative &; alternative communication (AAC), speech generating devices（SGDs）

The Internet has been lauded as an open and free platform from which one is able to engage with, and share large amounts of information (Stallman, 1997). As one witnesses the shift from analogue media to digitalism, so too is it possible to note a change in cultural practices of media consumers. Users of the media can now be viewed as “prosumers”, producing as well as consuming media products (Marshall, 2004). Digital media users have been given the ability to engineer their own unique media experiences, especially within the realms of the Internet. However, this process has seemingly led to mass copyright infringement as Internet users appropriate various movies, music, television programmes, photographs and animations in order to create such an experience. The art of digital mashing in particular, has been deemed an explicit exploitation of intellectual property rights as it re-cuts, re-mixes and re-broadcasts popular media in a number of alternative ways. YouTube especially has been at the forefront of the copyright furore surrounding digital mash-ups because it allows online users the facility to post and share these video clips freely with other online users. While YouTube claims that they do not promote the illegal use of copyrighted material, they simultaneously acknowledge that they do not actively patrol that which is posted on their website. As such, copyright infringement appears seemingly rife as users share their own versions of popular media through the art of digital mashing. This dissertation however, explores the concept that the creation of mash-ups is not undermining intellectual property rights, but instead produces a new avenue from which culture can emerge. It highlights how Internet users are utilising the culture which surrounds them in an attempt to navigate the new social structures of the online, subsequently arguing that mash-ups are an important element of defining a new postmodern culture, and that the traditional copyright laws of analogue need to be modified in order to secure the development of new and emerging societal structures.
Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

São vários os estudos, a nível nacional e internacional, que apontam para a equitação terapêutica como terapia complementar ou alternativa às terapias tradicionais, para a reabilitação de pessoas portadoras de necessidades educativas especiais, sugerindo que os pacientes obtenham ganhos tanto a nível físico como psíquico. Assim sendo, com este estudo pretendi averiguar os possíveis benefícios da equitação terapêutica na aquisição/melhoria de competências psicomotoras e matemáticas. Tratou-se de um estudo no âmbito da investigação qualitativa, organizando-se como um estudo de caso. Para tal participaram três jovens adultos, dois do sexo masculino e uma do sexo feminino, com idades compreendidas entre os 26 e os 39 anos. Foram aplicadas grelhas de observação aos jovens adultos, utentes da Associação de Amigos da Pessoa Especial Limiana (AAPEL), e realizada uma entrevista aos técnicos da AAPEL e aos profissionais da equitação terapêutica. Da análise dos dados recolhidos foi possível verificar uma evolução significativa na psicomotricidade, na interação social, na comunicação, no comportamento e estabelecer relação entre a ligação que o jovem adulto estabelece com o cavalo e o desenvolvimento de competências matemáticas.
Several studies, both at national and international levels, regard therapeutic horseback riding as complementary or alternative to traditional therapies for the rehabilitation of individuals with special educational needs, suggesting physical and psychological gains for the patients. Therefore, the aim of this study was to assess the possible benefits of therapeutic horseback riding to the acquisition/improvement of psychomotor and mathematical skills. This study was carried out within the scope of qualitative research and organised as a case study. Three young adults participated in the study, two males and one female, whose ages ranged from 26 to 39 years old. Observation tables were applied to these young adults, members of Associação de Amigos da Pessoa Especial Limiana (AAPEL), and interviews were conducted with AAPEL technicians and therapeutic horseback riding professionals. From the analysis of the data collected one could verify a significant evolution as far as psychomotricity, social interaction, communication and behaviour are concerned, as well as establish a relationship between the connection the young adult achieves with the horse and the development of mathematical skills.

Mathematics anxiety is a personal characteristic which is widespread and continuing. It has a debilitating effect on mathematics performance and contributes to perceptions and attitudes that perpetuate a dislike for mathematics and a lack of confidence when dealing with mathematical problems. An investigation of relevant literature on mathematics anxiety identifies sources and symptoms and emphasises a need for a comprehensive approach to remediation. The historical development of an appropriate measuring instrument is documented and statistical evidence is used to create a mathematics anxiety rating scale suitable for measuring anxiety levels of secondary school pupils and student teachers. The extensive literature interest, research publications and remedial programmes emphasise the problem of mathematics anxiety and thus the need for a comprehensive approach to remediation. Mathematics teaching and curriculum design is expounded to provide the necessary direction to the alleviation of mathematics anxiety. General perspectives on curriculum design are discussed and a cyclical systems approach is recommended. Elements of this approach are detailed and are linked to important personal characteristics to add a humanistic and socio-cultural view of curriculum design in mathematics. The didactic viability of constructivism as an approach to mathematics curriculum design is investigated. Constructivism embodies a philosophy and a methodology which addresses the critical aspects influencing mathematics anxiety. Classroom topics and activities are reviewed in terms of a constructivist approach and the sources of mathematics anxiety are discussed from a constructivist perspective. A longitudinal case study of pupils during their five years at secondary school as well as a study involving student teachers was undertaken. Mathematics performance, perceptions, attitudes and levels of anxiety were investigated by means of tests, questionnaires, and mathematics anxiety rating scales. The statistical results of this research provide evidence to support a comprehensive approach to the remediation of mathematics anxiety. Constructivism is seen as the synthesis of critical aspects of teaching and curriculum development which will stem the perpetuation of mathematics anxiety. Constructivism provides the didactic approach to develop each individual's intellectual autonomy and mathematics power, by instilling a problem solving attitude and a self-confidence when doing mathematics.
Curriculum and Instructional Studies
D. Ed. (Didactics)