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Dissertations / Theses on the topic 'Skiers with disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Bilek, Jodi Lee 1971. "Participation incentives of skiers with a disability." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31089.

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The purpose of this study was to determine if age, gender, level of participation, onset of disability and sport classification have an impact on participation incentives (ego, fitness, social affective, social integration and task) in skiers with a disability.<br>One hundred seventy-seven individuals between the ages of 4 and 66 years participated. The participants were described according to gender, time of onset of disability (congenital Vs acquired), level of sport involvement (recreation, local competition, provincial competition, national competition and international competition), and s

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2

Bright, Lauren. "Perceived benefits, constraints, and negotiation strategies of skiers and snowboarders with disabilities." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0008968.

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3

Norell, Jesper, and Lina Storfors. "En annan Anna och Thomas nya steg : En diskursanalys av svenska nyhetstidningars förändrade framställning av Anna Holmlund och Thomas Fogdö efter funktionsnedsättningar." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79909.

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The aim of this thesis was to examine how the media representation of elite skiers Anna Holmlund and Thomas Fogdö was altered following their accidents resulting in disabilities. In order to examine this a critical discourse analysis was performed on 16 newspaper articles from Tidningarnas Telegrambyrå, Expressen, Dagens Nyheter, Göteborgs-posten, Sundsvalls Tidning and Aftonbladet, out of which eight of them had been published before the skiers respective accidents and the other eight afterwards. The results showed that swedish newspapers shifted their focus from how the skiers performed in c

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4

Quigley, Mark K. "The effects of Life Skills Instruction on the personal-social skills scores of rural High School students with mental retardation." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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5

Wright, Barbara Ann Hargis. "Employability skills acquisition for students with challenging behaviors /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115601.

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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

Howe, Abigail. "TEACHING SELF-REGULATION SKILLS TO PRESCHOOL STUDENTS WITH DISABILITIES." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1111.

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Problem behaviors are one of the most common issues competing with school readiness skills for young children. There are numerous curricula created to address social-emotional needs of young children..However, many studies evaluating the effectiveness of social -emotional curricula have relied on indirect measures to report changes in behavior, did not objectively define problem behaviors they sought to change, or did not include children with disabilities. The purpose of the current study was to evaluate the effects of Promoting Alternative Thinking Strategies (PATHS) curriculum to decrease a

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8

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.

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9

Sherman, Elisabeth Mary Suzanne. "Neuropsychological correlates of social skills." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. https://dspace.library.uvic.ca//handle/1828/9778.

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Case studies and a small number of group studies in the neuropsychological literature on adults and children with brain dysfunction suggest that certain cognitive skills are important determinants of social skills. However, standardised measures of social skills designed expressly to measure this construct have not been used previously in the neuropsychological field. The goal of this study was to determine neuropsychological correlates of social skills in children referred for neuropsychological assessment, and compare the findings to the cognitive skills identified in social informati

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10

Marks, Lori J., and M. L. McMurray. "Using BoardMaker to Support Academic Skills for Students with Disabilities." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3537.

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11

Maherali, Zuleikha Ahmed. "Understanding and perceptions of parenting skills of persons with mental handicaps." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28742.

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The purpose of this study was to investigate the understanding and the perceptions of parenting skills of persons with mental handicaps and their perceptions of the quality and the availability of support services. Parenting skills were considered in terms of nutritional and meal planning skills, discipline and behaviour management, home safety and emergency and interaction and social stimulation. Supports were considered of in terms of formal and family services. An open-ended questionnaire was used to interview 25 mentally handicapped mothers. Findings indicated that mothers perceived the p

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12

Churgin, Daniel. "Doctoring and Disabilities: Analyzing the Implementation of a Disabilities-focused Clinical Skills Program for Second-year Medical Students." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/221242.

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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.<br>Objectives: To investigate second-year medical students’ change in comfort level after a disabilities-focused interactive session, with regards to disability etiquette and greeting, interviewing, and examining patients with disabilities. Setting: The University of Arizona College of Medicine, Phoenix Campus, doctoring suites. Students interacted in a clinical setting with volunteers with disabilities, including volunteers with blindn

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13

Michal, Elva Tice. "Teaching piano skills to handicapped persons through use of systematic instruction : a proposal." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1262631645.

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14

Brown, Andrea E. "Social competence in peer-accepted children with learning disabilities." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35986.

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Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with

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15

Grove, Nicola Clare. "An analysis of the linguistic skills of signers with learning disabilities." Thesis, Institute of Education (University of London), 1995. http://eprints.ioe.ac.uk/19134/.

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This thesis explores patterns of language development in hearing children with severe learning disabilities (moderate to severe intellectual impairments) whose speech is unintelligible, and who rely on manual signs as their primary means of communication. Previous research had suggested that relatively few children reach the stage of producing multisign combinations, and that those who did so were using signs as codes for speech, rather than as an independent route to language acquisition. A series of studies was undertaken to describe the skills of a sample of 10 multi-signing children select

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16

Lopez, Melinda Alysha. "Preschool Life Skills: A Systematic Replication with Children with Developmental Disabilities." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862783/.

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School readiness literature indicates that skills which lend themselves to readiness and success in primary school are not amongst the skills generally taught in center based care facilities. Furthermore, children enrolled in non- maternal care settings are at greater risk for developing problem behavior. To address this issue, the Preschool Life Skills (PLS) program was created as a preventative intervention to teach functional communication and social skills to typically developing children. Children diagnosed with developmental disabilities are not immune to these concerns and are also at

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17

Miller, Olivia Suzanne. "Teaching Leisure Skills to Individuals With Significant Disabilities Using Video Prompting." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406363940.

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18

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.

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19

Riddle, Shayna Auerbach. "Orthographic Skills in English Language Learners and Students with Learning Disabilities." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/443403.

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Special Education<br>Ph.D.<br>This study investigates orthographic skills in students with learning disabilities (LD), English Language Learning (ELL) students and their typical-achieving, native-English speaking (TYP) peers to help in the differentiation of these groups, and ultimately improve LD assessment for linguistically diverse students. A repeated-measures ANOVA was conducted to compare the effect of Group Type (LD, TYP, ELL) on the orthographic skills of 108 children as measured by the Words Their Way Primary Spelling Inventory on three administrations over the course of a school year

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20

Stoeklen, Tanya LaBelle. "EVALUATION OF A BEHAVIORAL SKILLS TRAINING PACKAGE TO TEACH ADULTS WITH DEVELOPMENTAL DISABILITIES PEDESTRIAN CROSSING SKILLS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1790.

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The present study used a multiple probe design to examined the effectiveness of a Behavioral Skills Training (BST) package that included a discrimination component for teaching two male adults with developmental disabilities pedestrian crossing skills. Each participant was evaluated on his ability to perform the step from a behavior checklist, and to discriminate between car present and car not present conditions. Results suggest the BST package was effective at improving both participants' ability to safely and independently cross the street, and that they maintained most of the skills learne

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21

Poon, Lun-king. "Social skills training : effectiveness of the home-based training program for persons with mental handicap /." [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13417575.

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22

Alexander, Melissa Grace Fraser. "Social skills and sports (S³) program : developing the social skills of young adult Special Olympics athletes." Diss., Connect to online resource - MSU authorized users, 2008. http://www.oregonpdf.org/index.cfm.

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23

Feldman, Benjamin H. "A CROSS SYNDROME STUDY OF FACIAL DISCRIMINATION SKILLS AND THEIR RELATIONSHIP TO SOCIALIZATION SKILLS IN PRADER-WILLI SYNDROME AND AUTISM." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1335372171.

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24

Lau, Yuet-ying Esther. "Social skills training for patients with schizophrenia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29725641.

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25

Smith, Shannan. "Evaluating Behavioral Skills Training and In-Situ Training to Teach Greeting Skills to Adults with Developmental Disabilities." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3586.

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Previous research has demonstrated that behavioral skills training (BST) is effective in teaching social skills to individuals with developmental disabilities, but often the skills fail to generalize. One strategy to promote generalization has been the use of in situ training. In an effort to improve upon previous research BST plus in situ training was evaluated to teach greeting skills to adults living in a group home setting. The percentage of correct greeting responses was evaluated in a multiple baseline across participants design. Results showed that BST was only partially effective in te

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26

Kornacki, Lisa Therese. "A COMPONENT ANALYSIS OF A BEHAVIORAL SKILLS TRAINING INTERVENTION: TEACHING CONVERSATION SKILLS TO ADULTS WITH DEVELOPMENTAL DISABILITIES." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1189.

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This study evaluated the treatment components of a conversation based Behavioral Skills Training (BST) package used to teach conversation skills to three young adults with developmental disabilities via a component analysis. Following each component, participant's performance was compared to a task analysis that included both vocal and non-vocal conversation skills, such as making comments related to the conversation topic, maintaining eye contact, maintaining and appropriate distance from the conversation partner. The components of the BST package included instructions, modeling of an appropr

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27

Fahringer, Margaret. "The effects of social skills training on the writing skills of middle school students with learning disabilities." FIU Digital Commons, 1996. https://digitalcommons.fiu.edu/etd/3405.

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The purpose of the study was to determine if training in social skills in a classroom setting would lead to greater achievement in writing. Fifty-seven children in grades six through eight (ages 11-14) from a predominantly middle-class school in a largely urban school district in South Florida participated in this study. Participation in the study was limited to students who had been evaluated, met diagnostic criteria for learning disabilities and were placed in a learning disabilities language arts class. Seven dependent variables were measured to evaluate the effects of social skills trainin

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28

Bailey, Rita L. Angell Maureen E. "Improving feeding skills and mealtime behaviors in children and youth with disabilities." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064528.

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Thesis (Ed. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 9, 2006. Dissertation Committee: Maureen E. Angell (chair), James R. Thompson, C. Al Bowman, Stacey Jones Bock, Emily H. Watts. Includes bibliographical references (leaves 203-216) and abstract. Also available in print.

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29

Abreu, Aracely. "Using Auditory Feedback to Teach Dance Skills to Adults with Intellectual Disabilities." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5894.

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The purpose of this study was to evaluate the use of auditory feedback for teaching individuals with intellectual disabilities the “Mississippi Cha Cha Slide.” Participants consisted of six males ages 35 to 61. During baseline, line dance skills were low for all participants. During the auditory feedback intervention, the trainer used a clicker to reinforce dance steps and forward chaining to chain movements into a sequence. Once auditory feedback was implemented, line dance skills increased substantially for all participants. Generalization assessments for four of the participants resulted in

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30

Pickering, Amanda. "Work related social skills and vocational training of adults with intellectual disabilities /." Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsp595.pdf.

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31

Perkins, Stephanie. "Teaching Appropriate Social Skills to Adults with Developmental Disabilities using Video Modeling." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1145.

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The current study is to evaluate the efficacy of video modeling with adults with Developmental Disabilities to teach them appropriate social skills. In this study we examined the use of commercial video models and commercial video recipient and custom video recipients to teach two different social skills to adults. Observations will be conducted before and after participants watch a video model of the skills they performed. All participants were exposed to a customized video as well as a commercial video which resulted in at least some acquisition of the skill for the adults. However, one

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32

Damron, Audryn. "Teaching Self-Determination Skills to Middle School Students with Specific Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5935.

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The purpose of this study was to examine the effects of explicitly teaching self-advocacy skills to three middle school students with mild/moderate disabilities by having them memorize a script and request accommodations in a training and generalization setting. The intervention components included 16 lessons comprising discussion and reflection about their disabilities and educational rights under IDEA, a four-part script, and a prompting procedure. The script included (a) greeting teacher and asking if it's a good time to talk, (b) expressing concern with assignment, (c) asking for accommoda

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33

Mims, Pamela J., Ann Lee, and D. Browder. "Teaching Middle School Aligned ELA Skills to Students with Significant Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/206.

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34

Mims, Pamela J., and Ann Lee. "Teaching Middle School Aligned ELA Skills to Students with Significant Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/205.

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35

Ali, Mohammed Irshad. "A job search skills curriculum for individuals with visual disabilities in Fiji." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/796.

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36

Bassous, Tassoula Semaan. "Lebanese Elementary Teachers' Perceptions about Metacognitive Skills for Students with Learning Disabilities." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6399.

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Teachers in Lebanese schools are still using outdated traditional strategies for instructing students with learning disabilities (LD). The purpose of this qualitative exploratory case study was to understand Lebanese elementary teachers' perceived barriers to providing effective metacognition skills instruction and increase the understanding of how teachers are supporting students with LD to use metacognitive strategies to enhance their own learning. The conceptual framework used to ground the study was Flavell's metacognitive theory. The purposeful sample included 12 elementary special and re

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37

DiGiammarino, Marie Morreau Lanny E. "Functional music skills of persons with mental retardation." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014745.

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Thesis (Ed. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 21, 2005. Dissertation Committee: Lanny Morreau (chair), Ming-Gon Lian, Mack Bowen, Ramesh Chaudhari, Alan Repp. Includes bibliographical references (leaves 107-112) and abstract. Also available in print.

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38

Glasgow, Malinda. "Video-Based Interventions for Teaching Calendar Skills to Individuals with Autism." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6983.

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Video-Based Instruction (VBI) is an evidence-based practice that has been used for teaching new skills to individuals with disabilities for over two decades. VBI involves the use of pre-recorded videos to teach new skills. Benefits of VBI include flexibility in when the instruction is provided to students and allows students to receive instruction while the teacher is working with another person. A multiple baseline across participants design was used to evaluate the impact of the independent variable of VBI, upon the dependent variables of (a) the percentage of steps completed correctly to ma

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39

Chio, Fong-i. "Evaluation of social skills training for mild grade mentally handicapped children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227828X.

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40

Foster, Rita Garrett. "Meeting the Needs of College Students With Learning Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7869.

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Although more students with learning disabilities (LDs) are attending postsecondary institutions, faculty lacks the necessary training to educate students with LDs. A need exists to ensure that their college experiences include resources or support services to help students meet their academic requirements. Without support services, students may encounter poor outcomes in postsecondary education. This bounded, qualitative case study was designed to explore perspectives and experiences of students with LDs related to student services and accommodations at a postsecondary institution. Knowles's

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41

Ryan, Katrina. "Assessment and training of friendship knowledge and skills of adults with intellectual disabilities." Adelaide : Thesis (B.Sc.(Hons)) -- University of Adelaide, Dept. of Psychology, 1996. http://web4.library.adelaide.edu.au/theses/09SPS/09spsr989.pdf.

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42

McArthur, C. "Do adults with intellectual disabilities have the necessary skills to engage in CBT?" Thesis, University of East Anglia, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543372.

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43

Hodge, Reva Auline Maynard. "Use of pictorial stimuli for training cooking skills in adults with severe disabilities." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159138.

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Adults with disabilities have traditionally performed meaningless tasks repeatedly, such as stringing beads or putting pegs in pegboards. Current best practices require professionals to train individuals with disabilities to become more independent in all aspects of daily living. They should participate in activities that are performed on a regular basis by nondisabled individuals of the same age.Since individuals with severe disabilities may lack many of the required prerequisite skills for performing daily living skills, adaptations and alternative performance strategies can be implemented t

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44

White, Carrie. "TEACHING PERSPECTIVE TAKING SKILLS TO CHILDREN WITH DEVELOPMENTAL DISABILITIES THROUGH DEICTIC RELATIONAL FRAMES." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2638.

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45

Barczak, Mary Aline. "Using Visual Supports to Teach Vocational Skills to Students with Significant Intellectual Disabilities." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587064968221701.

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46

Mims, Pamela J. "Using Thematic Literacy Units to Address Transition Skills for Students with Severe Disabilities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3233.

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We will demonstrate strategies for designing literacy instruction for secondary students with severe disabilities using personally relevant content. Learn how to choose meaningful texts/digital media for age-appropriate social skills and transition skills, strategies and resources, and how to teach content to diverse learners.

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47

Leister, C., D. Walker, and Mary R. Langenbrunner. "Pretend Play: Opportunities to Teach Social Interaction Skills to Young Children with Disabilities." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3465.

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48

Kupferman, Scott I. "Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2067.

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Students with psychiatric disabilities are the largest subgroup of students with disabilities enrolled in postsecondary education. However, their high enrollment rate does not equate to a high retention rate. Approximately 86 percent of students with psychiatric disabilities withdraw prior to degree completion. As a result, calls for improved disability services in postsecondary education have been plentiful. In an effort to take a step toward answering these calls, the current study began the exploratory process of identifying knowledge, skills, and attitudes that are important for disability

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49

Traylor, Jessica. "Middle School Teachers' Experiences With Teaching Self-Regulation Skills to Adolescents With Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3010.

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Research shows that adolescents with disabilities often lack self-regulated learning skills. Current research further indicates that explicit teaching of self-regulation skills is beneficial to adolescents with disabilities. The site of this study was a local middle school in rural Georgia that did not assess whether or not teachers were explicitly teaching self-regulation skills to adolescents with disabilities. It was unknown, therefore, whether adolescents with disabilities were learning self-regulation skills in school and whether teachers faced problems in teaching these skills. The study

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50

McNary, Brenda Ann. "A study to identify the degree of socialization skills of students with learning disabilities." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002mcnaryb.pdf.

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