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Book Summary:What is unique about the process in the discussion of healthcare and interventions to use when working with families? What assessment tools provide guidance for healthcare providers as they determine interventions for families in their care? What are the changing dimensions of contemporary family life, and what impact do those dimensions have on health promotion for families? How is family healthcare changing in terms of practices, delivery systems, costs and insurance coverage? Students are able to explore these questions and more in the Encyclopedia of Family Health. Approximately 350 signed articles written by experts from such varied fields as health and nursing, social and behavioral sciences, and policy provide authoritative, cross-disciplinary coverage. Entries examine theory, research and policy as they relate to family practice in a manner that is accessible and jargon-free. From ′Adolescent Suicide′ and ′Alternative Therapies′ to ′Visitation during Hospitalization′ and ′Weight Problems and Genetics′, this work provides coverage of a variety of issues within a family context. The Encyclopedia of Family Health provides a comprehensive summary of theory, research, practice, and policy on family health and wellness promotion for students and researchers.

Through The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities to participate in postsecondary education with their typically developing peers. This study utilized the results of web-based survey data from public universities and colleges in the state of Florida to explore the varying options available for students with intellectual disabilities. This study applied a quantitative approach to the survey of 12 state university system (SUS) and 28 college system (CS) institutions in Florida to explore current program options and services afforded students with intellectual disabilities desiring postsecondary education in Florida. The web based survey yielded a 48% response rate. Findings indicate in 2016 there are 10 postsecondary education programs for students with intellectual disabilities within the public university and college system of Florida. Implications of the findings and recommendations for the future are discussed. Notably, future research should consider exploring national postsecondary programs and explore outcomes for students with intellectual disabilities.

Purpose. This study was designed to investigate the effects of a special remedial program on the intellectual, academic, and behavioral functioning of underachieving, culturally disadvantaged, mentally gifted minors. The study also concerned itself with student school attendance and parent attendance at parent-teacher conferences. Variables. The selected variables for this study were IQ, academic achievement, student behavior, student attendance, and parent attendance at teacher conferences. IQ was measured with the Stanford-Binet LM intelligence test. Academic achievement was measured with two instruments, the Comprehensive Tests of Basic Skills in Reading, Language, and Arithmetic, and the Peabody Individual Achievement Test in Reading Recognition, Reading Comprehension, Mathematics, Spelling, General Information, and a Total Test score. Student disruptive behavior was measured by means of behavior warrants issued by teachers for inappropriate school behavior. Student absences and parent conference attendance were recorded for both groups for later statistical comparison. Sample. The sample of this study consisted of 157 male and female fourth-, fifth-, and sixth-grade students who had qualified as underachieving, culturally disadvantaged, mentally gifted minors. Procedures. The students were randomly placed into either the control group or the experimental group. The control group students were placed in regular fourth-, fifth-, and sixth-grade classes while the experimental group underwent a special nine-month remedial program. Analysis of covariance was used for the hypotheses that dealt with IQ and academic achievement. Analysis of variance was used for the hypotheses that dealt with student behavior, student attendance, and parent attendance at teacher conferences. Findings Intelligence. The students in the experimental group scored significantly higher on the Stanford-Binet LM than the control group students. These results were significant at the .05 level of confidence. Achievement. The students in the experimental group did significantly better on the CTBS Reading subtest and the PIAT Reading Comprehension and General Information subtests. The male students in the experimental group did significantly better than their female classmates on the CTBS Reading and Language subtests and on the PIAT Reading Comprehension and General Information subtests. Behavior. The students in the experimental group actually demonstrated more disruptive behavior than the control group students. In the hypotheses dealing with student attendance and parent attendance at teacher conferences, statistical analysis showed that there was no significant difference between the groups. In summary, it would appear that the treatment program was effective in increasing student IQ scores and helped to maintain or increase performance in all measured academic areas. However, it was not effective in improving student behavior, student attendance, or parent attendance at parent-teacher conferences.

The purpose of the study was to compare the use of peer administered contingent reinforcement for social interaction with the use of play materials that facilitate interaction. The subsequent effects on the social interaction of mainstreamed preschool handicapped children with their nonhandicapped peers was examined. Three nonhandicapped kindergarten children were paired with three moderately mentally handicapped preschool children and trained to initiate play. A single-subject, alternating treatment design with a withdrawal phase was used to compare the effects of the two treatments. Generalization immediately following each treatment was also examined as was maintenance over time. Observers used an interval recording procedure and showed a mean interobserver reliability rating of 95%. All observations were conducted in an outdoor playground setting. The use of play materials that facilitate interaction (Treatment C) was shown to be a significantly more effective method for increasing social interaction than was the use of peer administered contingent reinforcement (Treatment B). The mean child-child interaction total for Treatment C was 71% while the mean child-child interaction total for Treatment B was 27%. The t value at a.10 level of probability was $-7.74$. Generalization immediately following treatment was greater after Treatment C (mean 24%) than after Treatment B (mean 7%). The t value of $-1.98$ did not, however, show a significant difference in generalization between the two treatments. Treatment C was implemented as the only treatment upon completion of the alternating treatment phase. Relatively little generalization occurred during the withdrawal phase (mean 17%) and the treatment effects were not maintained over time (mean 7%). A supplemental analysis of the relationship between play attempts by the peer "helper" and the number of actual interactions showed that, while there were a greater number of play attempts during Treatment C than during Treatment B, the difference was not large enough to account for the success of Treatment C. The outcome of the study helps to ascertain that the use of trained nonhandicapped peer "helpers" coupled with the use of play materials that facilitate interaction can be an effective means of increasing social interaction between young handicapped and nonhandicapped children.

This study was conducted to examine the perception of others towards individuals with upper limb amputation and to determine how their ratings were affected by the presence of a prosthesis. The survey included 469 participants from a university in the southeastern United States. Participants read a brief background scenario and then rated pictured individuals with or without amputation, and with and without prostheses. Our assumption was that if one type of image was rated more negatively than others, this discrepancy would quantify stigma and stereotype. After viewing the images, participants rated several attributes associated with disability stereotypes and perceived functional ability using a semantic differential and ability rating scale. Multiple significant findings were observed including higher competence, warmth, and ability ratings of amputees with prostheses as compared to both non-amputees and amputees, lower competence and ability ratings in females as compared to males, and higher ability ratings for individuals with myoelectric prostheses as compared to body-powered prostheses. Perceptions of amputees are important in understanding amputees' experience in many areas such as employment opportunities and psychosocial functioning.

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As a poet, I am continually on the lookout for the strange in the real, and the real in the strange: scientific, linguistic, poetic, human. These poems are my offerings of strange realness and real strangeness. Often where the poems want to go is toward questions that live in connection / disconnection, identity, disability and illness, art, religion and ritual, desire and love and wanting, and one of my dearest loves, music. And, of course, science and language, and the language of science.

In light of Accessibility for Ontarians with Disabilities Act, 2005, medical schools witnessed increased number of students with disabilities matriculating in their program. However, the administrators face challenges because ensuring accessibility in dynamic clinical settings may not always be feasible or ideal while considering the resource implication and patient safety. There is little consensus and established guidance on how to provide responsible accommodations for otherwise-qualified medical students with disabilities. To understand the development of resilience in medical students with disabilities as they confront potential institutional barriers and social or self-imposed stigma, we asked: how do medical students with disabilities identify and communicate their learning needs to negotiate necessary accommodations with the Student Accessibility Services and/or the MD program? The Constructivist Grounded Theory approach by Charmaz (2006) served as the methodological guide. In-depth individual interviews were conducted capturing the students’ perspective on accommodations arranged by the program, inclusion challenges in medical education and their recommendations on how to enhance program accessibility. Three major themes emerged: 1) creating a dialogue to devise learner-centered accommodation strategies, 2) recognizing available extrinsic and intrinsic resources, and 3) optimizing available extrinsic and intrinsic resources. Self-reflection was the key underlying ingredient driving students’ resilience development in partnership with inclusive learning environment and supportive faculty. Student diversity present in the medical schools merits further research. Diminishing stigma towards health professionals with disabilities is imperative. Endorsement of cross-departmental and institutional collaboration that enables dissemination of cost-effective and comprehensive accommodation strategies is recommended. / Thesis / Master of Science (MSc)