Friendship is one of the hallmarks of social competence, yet few studies of interventions intended to increase social competence have evaluated their effectiveness through the formation of friendships. Peer-mediated interventions have been found to increase social competency and improve sociometric peer acceptance. Based on these findings from previous research, this study evaluated the effects of a peer-mediated intervention on the formation of reciprocal friendship for preschool children with disabilities. Evaluation using behavioral observations and sociometric nominations of friendship from classmates suggest that participation in a peer-mediated intervention may precipitate friendship formation.

The educational research literature confirms that students identified with emotional and/or behavioral disabilities are the most at-risk for school failure, grade retention, and dropout of all student groups. Legislation passed by federal and state entities seeks to support these and all students with recommendations for emotional, behavioral, and academic tiers of intensified supports; yet with dwindling funding and resources, these well-intentioned mandates often go unmet. Using archived records of 16 students in one Florida school district that were eventually placed into Self-Contained Emotional/Behavioral Disability classrooms, this dissertation examined existing trends in the match of intervention to student need, patterns in the etiology of conflict behavior, and practices for helping students to develop new skills for effectively resolving conflict. By means of constructivist grounded theory methodology, this qualitative research study uncovered trends in student intervention reflective of current behavior intervention and conflict analysis and resolution literature. Disability theory, as it applies to the marginalization and stigmatization of persons with disabilities and those with suspected disabilities, served as the lens through which this topic was examined. This dissertation provides recommendations for further research, considerations for intensifying student support best matched to student need, and a greater focus on understanding the impact of conflict on students with behavioral disabilities.

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This mixed-methods study examined the effects of participation in a 10-week therapeutic horseback riding program on communicative behaviors in participants diagnosed with Autism spectrum disorder or Down syndrome. Certified Therapeutic Riding Instructors utilized the Naples Equestrian Challenge Participant Initial Evaluation to complete a pre-evaluation prior to the first riding session and a post-evaluation during the last session. Following the post-evaluation, the researcher collected qualitative data through conducting parent interviews. The study included 16 participants (M = 12.62; age range 5-23 years old, 8 females and 8 males). Change scores for each participant were calculated and an aggregated mean for pre- and post-evaluations were determined and results indicated increases in all seven communication indicators. Analysis of parent interviews also revealed improvements in communicative skills and behaviors. Overall, results indicate improvements in communication for children and adolescents with developmental disability and the need to further investigate therapeutic horseback riding as an efficacious therapy.

Objective: To determine if a prediabetes lifestyle intervention program, tailored to rural adults from Southwestern Ontario, could decrease the risk of Type 2 Diabetes (T2D) development through positive lifestyle changes. Methods: Forty-nine intervention participants and 34 controls partook in the study. At baseline individuals diagnosed with prediabetes chose the lifestyle intervention group (6 sessions) or control group (1 session). Intervention participants were provided with tailored education which promoted positive lifestyle changes known to help prevent or delay the development of T2D. Results: Lifestyle changes and long-term improvement of T2D modifiable risk factors were achieved by the intervention participants from baseline to post-program, unlike their control counterparts, such as increasing their average daily intake of vegetables and fruit servings (p<0.001) and reducing their fasting glycemia (p=0.003). Conclusion: Positive lifestyle changes through this 6-month tailored community-based intervention was successful in helping many rural adults with prediabetes prevent the development of T2D

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