Thesis (D. Min.)--Concordia Theological Seminary, Ft. Wayne, 1979. / Includes bibliographical references (leaves [40]-46).

Theses (Ph.D.)--Marshall University, 2008. / Title from document title page. Includes abstract. Document formatted into pages: contains 81 p. Includes bibliographical references (p. 57-68.)

Thesis (M.Ed.(Curriculum Studies)) -- University of Pretoria, 2007. / Includes bibliographical references (leaves 103-115)

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 248-252). Also available via the Internet.

Thesis (D. Min.)--Covenant Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves 222-237).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--Eastern Illinois University, 2006. / Includes bibliographical references (leaves 41-45).

Thesis (M.F.A.)--Boston University Bibliography: p. 86-90.

AN ABSTRACT OF THE THESIS OF JACQUELINE BRIDGET GILLIAM, for the Master of Science degree in BEHAVIOR ANALYSIS AND THERAPY presented on October 26, 2014, at Southern Illinois University Carbondale. TITLE: IMPLEMENTATION OF PEAK RELATIONAL TRAINING SYSTEM FOR ADULTS WITH DEVELOPMENTAL DISABILITIES MAJOR PROFESSOR: Dr. Mark R. Dixon The first experiment sought to determine if a relationship did exist between two empirical assessment tools, the Inventory for Client and Agency Planning (ICAP) and the Promoting the Emergence of Advanced knowledge (PEAK) Relational Training System when assessing adults with developmental disabilities. The ICAP is tool that offers a service score for levels of support needed to adequately support the individual and is also used to determine rate determination for services. The tool does not offer suggestions for programming or teaching the individual skills in which they are lacking. The PEAK Relational Training System does offer an assessment and programming to train skills that an individual is unable to complete. The second experiment sought to determine if adults with developmental disabilities could learn new skills by using the PEAK Relational Training System. Assessments were conducted with 20 individuals with developmental disabilities and a relationship between the two assessment tools was found. Additionally, three individuals with disabilities were trained skills from nine programs in the PEAK Relational Training System and evidence of learning was shown in eight of the nine programs.

ix, 81 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Many plays with adult themes involve a child character in order to help present controversial issues. Little is written, however, concerning the ethics surrounding the involvement of children in adult-themed plays, and there is no formal code or guide for theatre companies to follow when choosing to work with a young actor on one of these complicated scripts. There is little dispute that children have a strong effect on an audience when they appear onstage, but the argument as to how a child actor might be adversely affected by their participation has not been fully explored. The focus of this study is on four different case studies of children involved in regional theatre productions of plays with different adult themes, such as war, death, sex, and violence. From these observations, I will propose an effective guide for theatre companies to use when involving a child actor in an adult-themed play. / Committee in Charge: Dr. Theresa May, Chair; Dr. Sara Freeman