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Tesis sobre el tema "Young adults with disabilities"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de agosto de 2024

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1

Barker, Margaret Anne. "Injuries and disabilities in young adults." Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307447.

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2

Van, der Merwe Elmarie. "Young adults' association with Minspeak TM icons." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-06182008-123423.

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3

Larkin, Peter J. "Psychosocial sources of aggression in young adults with intellectual disabilities." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/3008/.

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BACKGROUND: Aggression can have a wide range of damaging consequences for both perpetrators and victims. Theoretical and empirical studies into problems of aggression increasingly show the importance of social and cognitive factors in aggressive behaviour. Such research has commonly been approached through the framework of the Social-Information Processing (SIP) model. SIP explains social behaviours by the sequence of cognitive processes that occur between encountering a social stimulus and enacting a response to it. Crucially, it is apparent that particular processing styles, such as the way

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4

Poppen, Marcus. "Vocational Rehabilitation: Predicting Employment Outcomes for Young Adults with Disabilities." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18734.

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Working within the National Longitudinal Transition Study (NLTS) theoretical framework, the purpose of this study was to explore the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on Vocational Rehabilitation (VR) closure status among 4,443 young adults with disabilities who had received and completed services from Oregon VR between 2003 and 2013. This study analyzed extant data from the Oregon Rehabilitation Case Automation System (ORCA), an integrated case management database that collects and tracks demographic characteristics,

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5

Coles, Karin Ann Marie. "Academic Self-Efficacy Beliefs of Young Adults with Learning Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1153.

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Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-ef

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6

Green, Teresa D. "Project SEARCH| Work-Based Transition Program for Young Adults with Disabilities." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556963.

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<p> Historically people with significant disabilities were restricted to places such as adult activity centers, sheltered workshops, nursing homes, and institutions. Studies have shown the high school drop-out rate for this population is higher than those who are non-disabled. Policy makers concluded that these individuals needed to be better prepared for a successful adult life beyond high school. Individuals with developmental disabilities in the state of Missouri are over two times less likely to be employed than the national average. Laws have been passed to provide supports and services f

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7

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

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8

Klym, Lucy Ellen. "Paralleled Support Models for Young Adults with Intellectual and Developmental Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3695.

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In the State of Indiana, for students over the age of 14 who have been diagnosed with intellectual or developmental disabilities, the transition from special education to Medicaid waiver oversight should occur seamlessly, but gaps in integrated and aligned goal development strategies remain. As a consequence, students who need adult-based support may not be receiving the full scope of services to which they are entitled. Using common-pool resource theory as a foundation, the purpose of this explanatory case study of transitional services to Indiana Medicaid was to understand, from the perspect

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9

Accuardi, Gia Teresa. "Cognitive interviews with early, middle and late adolescents living with disabilities." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/G_Accuardi_041510.pdf.

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10

Kasler, Jonathan H. "Career counselling for young adults with learning disabilities : falling through the cracks." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/6782.

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The subject of this thesis, career choice for young adults with (specific) learning disabilities, deals with two main issues. The first concerns the decision-making difficulties of young adults with learning disabilities as compared with their nondisabled peers. The second and major part of this thesis, deals with the development and validation of a self-report screening method for identifying those are likely to be at risk of being learning disabled. The primary purpose of this device is to provide career counsellors and other professionals, who generally receive only superficial training in

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11

Swanson, Rachel. "The Experiences and Future Aspirations of Young Adults with Siblings with Disabilities." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3883.

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Thesis advisor: Paul Gray<br>As siblings tend to have the longest lasting and most transformative relationship within family systems, more attention must be given to individuals with siblings with disabilities. Given that young adulthood is a time spent planning for the future, this research investigates the impact of the experience of having a sibling with a disability on the development of future aspirations for young adults. Semi-structured interviews and a qualitative analysis examine the various aspects of the sibling relationship and family systems which affect the future planning of you

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12

Fish, Thomas Robert. "Effects Of An Intervention Program On Parents Of Young Adults With Disabilities." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1046880666.

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13

Harwick, Robin. "Transition to Adulthood for Young Adults with Disabilities that Experienced Foster Care." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18531.

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The transition to adulthood can be especially challenging for youth that experience the foster care system. These challenges are magnified for youth that also experience disability, accounting for at least 40-47% of all children in foster care. Youth with and without disabilities that experience the foster care system encounter barriers during the transition to adulthood that often lead to poor outcomes; including high rates of mobility, mental health concerns, or a lack of a consistent positive relationship with an adult. A national study determined that 2.5 to 4 years after a youth has aged

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14

Sullivan, Jacqueline Patricia Clay Tubbs. "Pastoral care to younger adults in long-term care." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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15

Fullarton, Stephanie. "A case study of school experiences for successful young adults with learning disabilities." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27360.

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The results of recent research show that post-secondary school outcomes of individuals with disabilities lag behind those of non-disabled individuals in employment, residential independence, and post-secondary education (Blackorby & Wagner, 1996; Benz et al., 1997; Colley & Jamison, 1998; Reis et al., 1997; Madaus et al., 2003; & Baer et al., 2003). Despite the disappointing outcome results among individuals with disabilities, those with learning disabilities (LD) as opposed to other disabilities tend to achieve higher post-secondary school education and employment outcomes (Blackorby & Wagner

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16

Antle, Beverley J. "Seeking strengths in young people with physical disabilities, learning from the self-perceptions of children and young adults." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/NQ41395.pdf.

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17

Moore, Jessica Lynn. "Using Video Feedback to Increase Job Interview Skills for Young Adults with Developmental Disabilities." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5745.

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Individuals diagnosed with developmental disabilities often lack the skills needed to gain meaningful employment in the community. One crucial skill is interviewing as this is the first and often the only pre-job interaction an individual has with his or her employer. In a short interaction, the person must convey information about specific work history, employability, and a general impression of character. This study evaluated the effectiveness of video feedback in improving job interview behaviors for three young adults with developmental disabilities. The interview related-behaviors were

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18

Heinlein, William E. "Clinical utility of the Wechsler Scales in psychological evaluations to estimate vocational aptitude among learning disabled young adults." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82648.

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A growing body of opinion, research, and legislation [PL 98-524] implies that school psychological evaluations with adolescents and young adults should routinely include estimates of vocational interests and aptitude. Certainly all secondary level special education evaluations should include this important vocational component. Evidence suggests that the experience of career development among learning disabled young adults is particularly frustrating and difficult without early planning and exploration of options. This study examines the utility of traditionally available psychometric data in

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19

Li, Ping-ying Eria, and 李萍英. "Self-determination of young adults with mild mental handicap: implications for education and vocationalpreparation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31238920.

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20

Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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21

Ierna, Adrian. "Entering the adult world : the experiences of young adults with learning disabilities of social support during the transition into adult services." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28796.

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The transition into adulthood has been identified as a key life event for people with learning disabilities, entailing the departure of services which are well known and entry into unfamiliar systems. Social support has been conceived as having a stress buffering role. It has also been contended that social support is itself important to the mental health of people. It was hypothesised that the role of social support in the transition period would be important, particularly as the transition process itself may change the structure of the support network around the individual. Traditional conce

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22

Kirk, Joanna T. "The self-esteem and psychological well-being of young people and adults with intellectual disabilities." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408973.

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23

DiRisio, Deborah. "Non-Restrictive Environment After Age 21| Program Placement for Young Adults With Severe Developmental Disabilities." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682283.

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<p> For students with significant disabilities, the process of transitioning from their secondary school setting to their post-secondary setting includes the exploration of potential adult settings. This paper explored the perspectives of secondary school personnel, as well as the viewpoints of personnel from St. Louis area post-secondary programs, as to the characteristics which determine adult program placement. State agencies that facilitate Person Centered Plans were also interviewed regarding viewpoints as to how secondary students with significant disabilities could seek and secure their

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24

Bolic, Baric Vedrana. "Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilities." Doctoral thesis, Linköpings universitet, Hälsa, Aktivitet, Vård (HAV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123873.

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The overall aim of this thesis was to describe and explore the experiences of support in school of adolescents and young adults with neuropsychiatric disabilities. Furthermore, the aim was to explore support that influences the occupational transition to upper secondary school, further education and work. The two first studies investigated computer use in educational activities and during leisure activities by adolescents with attention deficit hyperactivity disorder (ADHD). Study II also aimed to explore how traditional leisure activities and Internet activities interrelate among adolescents

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25

Held, Mary F. "Infusing self-determination into the curriculum for young adults with significant disabilities one teacher's journey /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344574.

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Thesis (Ph.D.)--Indiana University, School of Education, Dept. of Curriculum and Instruction, 2008.<br>Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0531. Adviser: Patricia Rogan.

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26

D'Aguilar, Allison. "YOUNG ADULTS WITH DISABILITIES FINANCIAL SKILLS AND GOALS: A MIXED METHODS STRENGTHS AND NEEDS ASSESSMENT." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5942.

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Young adults with disabilities face barriers that affect their financial capability and financial inclusion in the marketplace. Barriers include a lack of autonomy, skills, and opportunities. This mixed method strengths and needs assessment aimed to explain and explore the financial skills and goals of young adults with disabilities. A standardized scale captured young adults with disabilities financial skills, photovoice participatory action research documented their valued financial skills and goals, and semi-structured interviews notated parents financial aspirations and goals for their dau

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27

Thompson, Teshawnia. "Well-Being Among Parents of Young Adults With Intellectual Disabilities When Transitioning From High School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5423.

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Transition out of high school for young adults with intellectual disabilities (IDs) has been described as a stressful time for individuals and their families, with increased demands for caregiving and parental support. A lack of research is associated specifically with those individuals with moderate IDs and their parents' experiences of well-being during the transition process. The purpose of this phenomenological study was to understand how parents of young adult-aged children with moderate IDs experience well-being as their child transitions from high school to adulthood. Ryff's model of ps

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28

Washburn, Elizabeth A. "Comparing the Point-of-View and Spectator Perspectives in Video Prompting for Young Adults with Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/8792.

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Video modeling is an evidence-based practice for teaching a wide range of skills to individuals with disabilities. Recent advances in technology have also made video modeling and video prompting more accessible and feasible for teachers and practitioners. This study aims to see if a functional difference exists between two filming perspectives: point-of-view and spectator. Using a single-subject alternating treatments design with least-to-most prompting, the researcher investigated differences between the two perspectives. Four individuals participated in this study—two males and two females b

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29

Tam, Ching-yi Maureen. "A social education group for the mentally handicapped young adults /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341666.

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30

Sabetti, Judith J. "Family environment and reproductive attitudes of young adults with ill or disabled siblings." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68064.

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This study explores how experience with a chronically ill or disabled sibling may affect prospective reproductive attitudes and behavior. Eighty-two young adults were interviewed using a structured, written questionnaire, which included the index of Family Relations (IFR) developed by Hudson (1982). Respondents in the main group (n = 41) had siblings with either a single-gene, hereditary illness or a physical/intellectual handicap. A multiple regression analysis examined how different group and subgroup combinations of the sibling factor might predict reproductive attitudes, controlling for so

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31

Sienko, Susan Elizabeth. "Health and Well-being of Young Adults with Cerebral Palsy." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628971.

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<p> Health is a multidimensional, holistic, concept integrating physical and mental health. In childhood, the most common cause of physical disability is Cerebral Palsy (CP). For individuals with CP, health and well-being is impacted by the complex interactions among their physical impairments, activity, participation and environmental barriers. Although CP is considered non-progressive, secondary conditions (pain and fatigue) and their functional consequences have been found to worsen as the individual with CP ages. While preliminary evidence shows that many of the physical impairments (pain,

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32

Radford, Morgan Janice. "Growing up in a wheelchair : a qualitative study of adolescents and young adults with congenital physical disabilities." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27340.

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The purpose of this study was to explore and describe the experience of growing up with a congenital physical disability and the effect this has on self-concept development from the perspective of adolescents and young adults who have such a disability which confines them to a wheelchair. A phenomenological approach was used to guide data collection through a series of 13 semi-structured interviews with 6 wheelchair dependent individuals between the ages of 12 and 23 years. Data analysis occurred concurrently with data collection. It was found that there were three common components to the exp

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33

Kahonde, Callista Kanganwiro. "A grounded theory study of family caregivers' responses to the sexuality of young adults with intellectual disabilities." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24508.

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Globally, people with intellectual disabilities are not afforded equal opportunities to express and enjoy their sexuality on par with their peers. Although most of them remain under the lifetime custody of family caregivers for care and support, a knowledge gap exists in understanding the role of the family caregivers in the sexuality issues of people with intellectual disabilities, especially in developing countries like South Africa. The present study is the first of its kind that employed an exploratory, theory generating methodology, the constructivist grounded theory methodology, to seek

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34

Kutscher, Elisabeth L. "A Mixed Methods Exploration of Persistence in Postsecondary Education among Young Adults with Disabilities or Learning Differences." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10981464.

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<p> This study used a transformative, convergent mixed methods design, with a crossover analysis, to investigate the K-12 and postsecondary experiences young adults with disabilities perceive as influencing their persistence in postsecondary education. </p><p> Thirteen young adults who were persisting in or had completed postsecondary education programs participated in this study. Qualitative data were collected through semi-structured interviews. Quantitative data were collected through a survey that included measures of demographics, high school experiences (based on the National Technical

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35

Isacsson, Katrina. "A Bridge to Nowhere: Experiences of the Transition from High School to Adult Life for Young Adults with Intellectual Disabilities in Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39867.

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The foremost aim of this study is inherent in my primary research question which asks how the families of adult children with intellectual disabilities understand and experience the transition that takes place when their children age out of high school. In order to achieve this goal, I turned to the families themselves and asked participants to recount their lived experiences during this important transition. Throughout my data collection and subsequent analysis, I relied on methods common to interpretative phenomenology to guide my process and ensure its viability. To this end, I have conduc

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36

Garcia, Ricardo Basso. "Visuospatial working memory in young adults and in children with learning difficulties." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59134/tde-08062013-120353/.

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Visuospatial working memory (VSWM) comprises specialised subsystems devoted to storage of visual features and spatial locations. Recently, research has been focused on understanding feature binding in memory and how bound objects are temporarily held in working memory. In the current thesis we have addressed two broad questions: What is the nature of bound visual representations in working memory? Is there a specific deficit in binding in individuals with learning difficulties? In Study 1, young adults were required to recall locations, objects and object-location bindings under visual or spat

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37

Cooper, Amy Mixon Shapiro Steven K. "An investigation of coping skills, locus of control, and quality of life in young adults with learning disabilities." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/COOPER_AMY_40.pdf.

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38

Harnik, Adi. "Quality of life among adolescents and young adults with intellectual disabilities: a report on a mixed-methods study." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97143.

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This mixed method study explores the perceived quality of life (QOL) of 16 adolescents and young adults with Intellectual Disabilities as they go through the transition from school into the community. All were either graduates or current students in a specialized transition to work program. In accordance with the WHO definition of quality of life, we examined participants' subjective assessments of their independence, social relationships, and community involvement and compared the graduates' and students' responses. Perceived independence was positively related to IQ, communication, and to so

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39

Patterson, Anne. "Creating order from 'disorder' : a study of pre-closing activity in interactions involving young adults with learning disabilities." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/36035.

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Traditionally matters of disability have been considered in a predominantly clinical domain which positions any 'impairment' as intrinsic to individuals, and often calls into question their 'social competence'. However since Goodwin's (1995, 2003a, 2003b, 2004) work opened the door for research into diagnosed 'impairments' within an interactional framework, there has been a multitude of studies which have provided an interactional consideration of a wide range of diagnosed 'disorders'. Such work takes a more pragmatic line and recognises that it is for parties to an interaction to jointly acco

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40

Kramer-Stutts, Traci A. "Frontal Lobe Functions in Attention Deficit Hyperactivity Disorder from Children to Young Adults." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278933/.

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Individuals with attention deficit hyperactivity disorder (ADHD) with and without a learning disorder (LD) and a control group of clinically referred individuals with behavioral problems were compared on four neuropsychological tests of frontal lobe functioning. Test results were collected to examine if ADHD individuals with and without LD have deficits in frontal lobe functioning. Two age groups were used to examine developmental differences. In the six to ten age group there were 27 ADHD, 17 ADHD/LD and seven other clinically referred individuals. In the 11 -20 age group there were 12 ADHD,

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41

Cullen, Jennifer Marie. "Effects of Self-Directed Video Prompting Using iPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374235173.

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42

Morris, Stephanie H. "Quality of Life Issues for Three Young Adults with Developmental Disabilities Receiving Music Therapy During Transition from High School to Adult Life: A Phenomenological Inquiry." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399566841.

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Haddow, Anne. "The forgotten people : the transition from school to post-school provision for young adults with profound physical and intellectual disabilities." Thesis, University of Strathclyde, 2004. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23792.

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Using a transactional model of disability as a tool of research, this study explores the transition period from school to post-school provision for young adults with profound physical and intellectual disabilities and their family carers from their perspective. The views of the young people themselves are indirectly obtained through their family carers as the young people have severe communication impairments. The study adopts a case study approach and uses an emergent design. Data is gathered by interviewing the family carers individually in order to investigate their experiences of the Futur

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Kapp, Kristen L. "TEACHING A PICTURE EXCHANGE COMMUNICATION SYSTEM TO YOUNG ADULTS WITH MODERATE TO SEVERE DISABILITIES USING THE PECS PHASE III APPLICATION." UKnowledge, 2017. https://uknowledge.uky.edu/edsrc_etds/54.

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The purpose of the study was to evaluate the effectiveness of teaching a picture communication system to students with moderate to severe disabilities using the PECS Phase III application. A multiple probe across participants design was used to conduct the study and evaluate the effectiveness of the training on the PECS Phase III application. The results of the study demonstrated that teaching a picture communication system on an augmentative and alternative communication device is effective in the school setting with young adults with moderate and severe disabilities.

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45

Drangelid, Elin, and Josefin Norberg. ""Så länge du har en LSS insats så lever du efter ett regelverk. Hur ska du då kunna bli integrerad i samhället?" : En kvalitativ studie om hur chefer och medarbetare uppfattar att omsorgen för unga vuxna med lindrig intellektuell funktionsnedsättning fungerar." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19495.

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Syftet var att undersöka hur chefer och medarbetare upplever att stödet är anpassat för att hjälpa unga vuxna med lindrig intellektuell funktionsnedsättning, samt om det behöver förbättras för framtiden. Det genomfördes med kvalitativ ansats där två chefer och två omsorgsassistenter intervjuades med stöd av en intervjuguide. Intervjuguiden täckte de fyra teman normalisering, identitet, utanförskap och socialt tillhörighet. Resultatet analyserades via en induktiv tematiserings metod och via teorierna KASAM och empowerment. Det mest framträdande resultatet var att informanterna är ense om att st

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46

Stevenson, Miriam. "Voices for change : exploring aspects of social citizenship alongside young adults who have down syndrome." Thesis, Faculty of Education and Social Work, 2011. http://hdl.handle.net/2123/13153.

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47

Strater, Kate. "Post high school transition to work| an examination of self-determination in young adults with intellectual disabilities participating in project search." Thesis, Northern Kentucky University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157874.

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<p> Challenges encountered by young adults with intellectual disabilities (ID) during the transition from high school to employment have great potential to limit an individual’s opportunity and/or capacity for self-determination regarding employment. This mixed-method study is focused on defining the characteristics of self-determined people and examining the challenges to self-determination experienced by a group of nine Project SEARCH interns with ID. Through field observations as well as initial and final interviews, photographs, goal-reporting, and administration of the <i>AIR Self-D

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Harry, Melissa Lindley. "The Effectiveness of Participant-Directed Home and Community-Based Services for Young Adults with Long-Term Care Disabilities: Analysis of a Randomized Control Trial." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:105065.

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Thesis advisor: Kevin J. Mahoney<br>Thesis advisor: Ce Shen<br>For young adults with disabilities, who face barriers in achieving markers of adulthood, a service gap has been identified during the transition to adulthood. Preliminary qualitative evidence suggests that participant-directed home and community-based services (PD-HCBS), which can be easily modified to meet an individual’s needs, might aid these young adults as they transition into adulthood and provide an option to fill the service gap. However, research was needed to determine if young adults are significantly affected by having

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49

Loreta, Alicia Marie. "Effects of a Home vs. Community-Based Exercise Program on Physical Fitness for Adolescents and Young Adults with Intellectual Disabilities and Autism." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1480604957509307.

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50

Pyer, Michelle. "The difference that difference makes : leisure, space and teenage wheelchair users." Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3576/.

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Despite the burgeoning social scientific research regarding children and young people, there has been a paucity of research regarding the everyday issues and experiences of 'disabled' teenagers. This thesis presents an understanding of the encounters and experiences of teenage wheelchair users in a range of public and private leisure spaces. The thesis contributes to expanding debates surrounding the significance of difference in developing understandings of the lives of particular 'groups' of (young) people. It challenges the notion of 'wheelchair user' as a universal grouping, exploring the

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