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Dissertations / Theses on the topic 'Occurence of communication disabilities'

Author: Grafiati

Published: 28 June 2021

Last updated: 29 July 2025

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1

Nguyen, Toan Hieu, and toan nguyen@novita org au. "ACCESSIBLE MOBILE COMMUNICATION FOR PEOPLE WITH DISABILITIES." Flinders University. Informatics and Engineering, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20060331.111126.

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People with disabilities are both functionally and socially disadvantaged and the lack of access to mobile communication technology adds to their disadvantage. Changes and benefits we have seen in our society with the advent of mobile phones and associated electronic communication for people without disabilities have not migrated to people with disabilities. The comprehensive communication capability of a mobile phone can enable users anywhere to independently access a very wide range of communication, information and control systems and services. This research has addressed the key accessibi

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2

Valentine, Catherine Jane. "Enhancing communication with adults who have learning disabilities." Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413851.

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3

Ethier, Elizabeth. "Communication with the handicapped : case study of communication styles and practices between handicapped and non[-]handicapped citizens /." View abstract, 2000. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1616.

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Thesis (M.S.)--Central Connecticut State University, 2000.<br>Thesis advisor: Andrew Moemeka. " ... in partial fulfillment of the requirements for the degree of Master of Science in Organizational Management." Includes bibliographical references (leaves 113-116).

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4

Kotow, Yuushi. "Jobs, disabilities, and you| An accessible job interview communication training tool for persons with disabilities." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527387.

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<p> I have designed and implemented a new online communication training tool (XHTML, CSS, PHP, Javascript, MySQL) that potentially maximizes a job candidate's ability to obtain job offers. All demographic statistics show people with disabilities as the largest minority group currently unemployed in the United States. Those who seek work have a higher chance of being unemployed, find a low-level job, or find part-time employment. With communication training, job candidates gain the ability to market their skills to potential employers and increase the likelihood of obtaining a job offer. I rese

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5

Hine, Nicolas A. "Towards a multimedia communication service for people with disabilities." Thesis, University of Dundee, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271377.

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6

Gaag, Anna van der. "Evaluating the communication skills of adults with learning disabilities." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341636.

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7

Olsson, Cecilia. "The kaleidoscope of communication : Different perspectives on communication involving children with severe multiple disabilities." Doctoral thesis, Stockholm : Stockholm Institute of Education Press (HLS förlag), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1277.

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8

Bornman, Juanita. "The development of a primary level communication intervention protocol for children with severe disabilities." Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-09042003-150713.

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9

Sielen, Heather L. "Effects of learning and communication disabilities in children with autism." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004sielenh.pdf.

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10

Morris, Vann. "Patronizing Speech in Interability Communication toward People with Cognitive Disabilities." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/communication_theses/29.

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Some people without disabilities may use patronizing speech when they talk to people with cognitive disabilities. This study asked college-aged students without disabilities to evaluate patronizing speech toward people with cognitive disabilities. They randomly read either one of two vignettes; in one vignette a cashier with no disability used patronizing speech toward a customer with a cognitive disability, and in the other vignette a cashier with no disability used nonpatronizing speech toward a customer with a cognitive disability. The participants evaluated the patronizing speech as bein

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11

Vargas-Robinson, Claudia. "Identifying Strategies to Support the Communication of Prelinguistic Bilinguals with Severe Disabilities." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108270.

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Thesis advisor: Susan Bruce<br>The prevalence of children with severe and multiple disabilities who come from culturally and linguistically diverse backgrounds increased considerably with the rise of immigration to the U.S. However, there is very little research about the way that children with disabilities who come from a culturally and linguistically diverse background communicate and develop communication skills (Mueller, Singer, & Carranza, 2006). Furthermore, there is no established term for describing this group of children. That is why this study uses the term Prelinguistic bilingua

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12

Schraufnagel, Caitlin D. "Assessing Learning Disabilities: Effectiveness of the Symbol Language and Communication Battery (SLCB)." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2501/.

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This study examined whether the Symbol Language and Communication Battery (SLCB), a measure of learning disabilities (Lds), could identify children with Lds. In addition, possible behavioral differences were examined between unidentified and identified children. Eighty-five students (26 with school identified Lds; 59 unidentified) in the 4th and 5th grade participated in the study. Results indicated that the SLCB has good potential as a supplemental/screening measure of Lds. The SLCB was most effective in identifying children when SLCB diagnoses were restricted to the areas of reading, math, a

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13

Yu, Ka-man. "Fostering the communication capability of visually and speech impaired students." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472522.

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14

Davis, Sharon. "Symbolic play : its impact on communication in adults with learning disabilities." Thesis, De Montfort University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393493.

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15

Powell, Christine Carrington. "Communication In Support of Students with Disabilities Attending Career Technical Education." Thesis, California Lutheran University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284759.

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<p> This qualitative study investigated information sharing practices between two Southern California comprehensive high schools and an offsite career training (CT) school with a focus on students with disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal’s Four Frame Model served as the theoretical framework. The 12 participants included special education teachers, career technical teachers and administrators of curriculum and instruction. Findi

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16

Howells, Victoria. "Functional assessment and receptive communication assessment in adults with intellectual disabilities." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4841/.

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This thesis consists of a literature review and research report focussing on functional assessment and receptive communication assessment within an Applied Behaviour Analysis approach in an adult intellectual disability (ID) context. The literature review, informed by systematic review procedures, examines and critically evaluates the literature on the psychometric properties of the three prominent functional assessment instruments, the Motivation Assessment Scale, the Questions About Behaviour Function scale, and the Functional Analysis Checklist. These instruments, commonly utilised to ident

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17

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

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18

Kullaya, Kosuwan Thompson James Richard Beck Ann R. "Factors that influence adolescents' attitudes toward peers who use augmentative and alternative communication (AAC)." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128280.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed Jan. 11, 2005. Dissertation Committee: James R. Thompson, Ann R. Beck (co-chairs), Maureen E. Angell, Stacey J. Bock, W. Paul Vogt. Includes bibliographical references (leaves 109-126) and abstract. Also available in print.

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19

BARTLETT, AMBER. "EVIDENCE-BASED PRACTICES FOR IMPROVING COMMUNICATION SKILLS OF STUDENTS WITH MODERATE-TO-SEVERE DISABILITIES." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/725.

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Communication deficits are often evident in students with moderate-to-severe developmental disabilities. For these students, basic communication needs, like asking to use the restroom, requesting food or expressing discomfort are a challenge. Frustration caused by communication deficits can lead the student to express interfering behaviors, which may interrupt student learning. This paper identifies and describes evidence-based practices (EBPs) used to increase functional communication skills for students with moderate-to-severe developmental disabilities. This review focuses on functional

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20

Ninnoni, Jerry Paul K. "Effective communication with people with learning disabilities with epilepsy and their carers." Thesis, Robert Gordon University, 2011. http://hdl.handle.net/10059/657.

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People with learning disabilities constitute about 2% of the general population. Epilepsy is more prevalent among people with learning disabilities compared with the general population. Effective communication is central to the management of people with learning disabilities and epilepsy. It has both therapeutic and health promotion functions including psycho-social benefits to the individual and their carers. Carers play vital roles in supporting individuals who live in the community to manage their conditions and the need for effective communication between service users and health care prof

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21

Scharf, Mary Kay Lian Ming-Gon John. "The effects of communication training on parent participation in school programs for children with disabilities." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101126.

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Thesis (Ed. D.)--Illinois State University, 1990.<br>Title from title page screen, viewed November 14, 2005. Dissertation Committee: Ming-Gon John Lian (chair), Keith E. Stearns, Miryam Assaf-Keller, Mark E. Swerdlik, Ray Dembinski. Includes bibliographical references (leaves 94-106) and abstract. Also available in print.

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22

Tanaka, Yuki. "The influence of the transition plan in developing communication programs." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4249.

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The transition of students with moderate to severe handicaps from school to work and adult life has become a principal concern of special education over the last decade. Despite of these attentions, there has been little attention to the need for including plans for the student's communication needs in his or her Transition Plan. Thus, it is important to study the relationship between the inclusion of a student's communication needs in his or her Transition Plan and the effectiveness of communication programs. The purpose of this study is to identify the relationship between the Transition Pla

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23

Smith, Ashlyn L. "Parental stress and its relation tp parental perceptions of communication following language intervention." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-134357/.

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Thesis (M.A.)--Georgia State University, 2007.<br>Title from file title page. MaryAnn Romski, committee chair; Rose A. Sevcik, Lauren B. Adamson, Roger A. Bakeman, committee members. Electronic text (53 p. : ill.) : digital, PDF file. Description based on contents viewed Oct. 17, 2007. Includes bibliographical references (p. 48-53).

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24

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.

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25

Richard, Nancy B. "Siblings as communication trainers for prelinguistic infants with Down Syndrome /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7722.

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26

Watson, Kathleen Clotfelter. "Parent and professional perspectives of communication in developmental treatment settings /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/7291.

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27

Conde, Joann M. "Patterns of verbal communication in children with special needs." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5290/.

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The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four while creating a cooperative art project. During this activity, their interactions were recorded and coded for patterns of verbal communication. Verbal communication was evaluated through statements reflecting requests for information and materials; helping/cooperation/giving; consideration/positive reinforcement; competitiveness; intrusiveness; rejection; self-image; neutral statements; and persuasive

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28

Benedict, Christine. "Communication intervention for children with autism a literature review /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007benedictc.pdf.

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29

Pontual, da Rocha Falcão Taciana. "Discovery learning with tangible technologies : the case of children with intellectual disabilities." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021669/.

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Intellectual disabilities cause significant sub--‐average achievement in learning, with difficulties in perception, attention, communication of ideas, language acquisition, abstraction and generalisation. From a socio--‐constructionist perspective, digital technologies can provide resources to help addressing these difficulties. Tangible technologies are considered particularly promising tools for children with intellectual disabilities, by enabling interaction through physical action and manipulation and facilitating representational concrete--‐ abstract links by integrating physical and digi

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30

Liu, Ka-pik Elinda. "Expression of communication function using computerized and non-computerized communication systems." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209922.

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Thesis (B.Sc)--University of Hong Kong, 1999.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

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31

Lilienfeld, Margaret. "The social interaction of an adolescent who uses augmentative and alternative communication the evaluation of a peer training programme /." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-07212005-093438.

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Thesis (D. Phil. Communication Pathology)--University of Pretoria, 2002.<br>Summary in English and Afrikaans. Appendices are on a CD-ROM accompanying the print version of the thesis. Includes bibliographical references.

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32

Cawley, James. "Natural repertoires of functional communication in children with learning disabilities and challenging behaviour." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397205.

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33

Kreiner, Janice Loring. "Development of a Vocabulary-Free Leisure Interest Assessment Instrument for Individuals with Severe Developmental Disabilities and Communication Difficulties." Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1122663012.

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34

Tait, Kathleen J. "Analysis and enhancement of communication behaviour in children with cerebral palsy /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17769.pdf.

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35

Harper, Liesl. "Whole school approach to language immersion using augmentative and alternative communication for students with multiple disabilities and complex communication needs." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/198051/1/Liesl%20Harper%20Thesis.pdf.

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This study explored the features, strategies and challenges of a whole school approach to augmentative and alternative communication (AAC) for students with multiple disabilities and complex communication needs. Augmentative and alternative communication provides students with functional communication, enabling participation in their daily lives, and engagement with curriculum and learning. The study found that provision of AAC is dependent on staff skill, expert training, communication opportunities and access to AAC resources. Furthermore, the features of a whole school AAC approach were und

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36

Stayer, Jane Mary. "Facilitating Independent Communication for an Adult with Severe, Nonfluent Aphasia Using a Voice Output Communication Aid." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4790.

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Aphasia is an acquired general impairment of the language processes resulting from brain damage that is frequently caused by cerebrovascular accidents (CVAs). Persons with aphasia have a history of retaining important communication competencies that have the potential for helping them succeed in using augmented communication systems. Using augmentative and alternative communication (AAC) systems by adults with aphasia has been studied, but few studies have reported successfully using AAC systems in rehabilitating adults with aphasia. New advanced technologies including the availability of devi

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37

Malhotra, Neera. "Desirable Conversations: Sexuality and Women with Intellectual Disabilities." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2708.

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The American Association of Intellectual and Developmental Disabilities (AAIDD, 2011) assert that individuals with intellectual disabilities, irrespective of gender, have an equal right to learn about and experience their own sexuality. A review of the extant literature indicated that the voices of women with intellectual disabilities on the topic of familial culture, as it relates to sexuality, are rarely included (McCarthy, 1993; Shakespeare, 2000; Siebers, 2012). The purpose of this qualitative study was to examine the role of familial culture and lived experiences of women with intellectua

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38

Apraiz, Elvira. "Using pictures of paintings as aids to communication with people who have learning disabilities." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247315.

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39

Bradshaw, Jill. "Staff attributions of challenging behaviour and perceptions of communication in adults with learning disabilities." Thesis, Manchester Metropolitan University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540985.

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40

Rankin, Wendi Michele. "Utilizing Art Therapy to Recognize Cognitive-Communication Disabilities in Patients with Traumatic Brain Injury." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1211417561.

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41

Herbert, Morgan E. "Efficacy of Peer Network Interventions for Students with Severe Disabilities and Complex Communication Challenges." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542206024262607.

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42

Bornman, Juan 1968. "The development of a primary level communication intervention protocol for children with severe disabilities." Diss., University of Pretoria, 2001. http://hdl.handle.net/2263/27719.

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Service delivery to children with severe disabilities (CSDs) in developing countries share some common characteristics. These include inaccessible services due to the fact that the majority of services are located in a few large cities, the focus of services are usually on school-age children (with few for pre-schoolers), many services require specialised staff and high technology equipment that is not always available and professionals who tend to work in isolation with minimal integration between services. A particularly vulnerable group within the sphere of CSDs are beginning communicators

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43

Schwartz, Paul J. "A comparative study of two augmentative communication methods words strategy and traditional orthography." Ohio : Ohio University, 1989. http://www.ohiolink.edu/etd/view.cgi?ohiou1182515534.

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44

Welch, Angela. "The Effects of Picture Exchange Communication System Training on the Communication Behaviors of Young Children with Autism or Severe Language Disabilities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281125104.

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45

Larson, Mark James. "The use of functional assessment and analysis to accelerate the social communication targets of children with severe multiple disabilities at home and school /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7796.

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46

Elfving, Emelie. "Lärares syn på sitt empatiska bemötande av elever." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-32314.

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Elever med sociala och emotionella svårigheter beskrivs ibland som problematiska och svårhanterliga. Lärarens bemötande och inlevelseförmåga av eleven är av stor betydelse. Syftet med studien var att undersöka lärares empati i mötet med elever med utagerande beteende. Centralt har varit hur empatin yttras samt om lärares empati skiljer sig åt mellan elever med och utan diagnos. Utifrån att deltagarna fick läsa två olika fallbeskrivningar utfördes en skriftlig intervju med totalt 13 personer, varav nio kvinnor och fyra män. I fallbeskrivningarna redogjordes för två scenarier med elever i utsatt

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47

Ali, Emad Mohammed. "The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195459.

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The Picture Exchange Communication System (PECS) is an augmentative and alternative communication program (Frost & Bondy, 2002). Although PECS has been effectively used to teach functional requesting skills for children with autism, mental retardation, visual impairment, and physical disabilities (e.g., Anderson, Moore, & Bourne, 2007; Chambers & Rehfeldt, 2003), there are limited studies examining the effectiveness of PECS to teach requesting skills for children with multiple disabilities including visual impairment (Lund & Troha, 2008).This study explored the effectiveness of combining tangi

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48

Wagle, Reena Mohan. "Non-verbal communication interaction : its effect on participation in person centered planning /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3064683.

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49

Anderson, Aimee E. "Augmentative communication and autism : a comparison of sign language and the picture exchange communication system /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3027052.

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50

Walker, Michelle A. "A study to determine the amount of communication between guidance counselors and students with disabilities related to a transition to the world of work." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999walkerm.pdf.

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