Thesis (M.S.)--University of Wisconsin--Madison, 1981. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 73-80).

Thesis--Wisconsin. / Includes bibliographical references (leaves 67-72).

The pediatric version of the Family Needs Questionnaire was administered to parents of children with traumatic brain injuries (TBI, n = 19) a year or more post-injury. Parents of diabetic children (DIAB group, n = 21) and parents of orthopedically injured children (ORTHO group, n = 14) were included as control groups. Parents rated 40 items in terms of their importance and how well these needs have been met. The ORTHO group rated significantly fewer items as important relative to the TBI and DIAB groups (who endorsed a similar number of items). Of those items rated as important, TBI parents' needs were more likely to remain unmet relative to both the DIAB and the ORTHO groups; out of 28 items rated as important, TBI parents report that 19 needs are still unmet. Within the TBI group even for those needs reported as met most items were endorsed by fewer than half of the parents, indicating that a large proportion of the TBI parents still felt those needs were unmet. DIAB and ORTHO parents more consistently reported their needs as met both across items and within groups. Needs most often rated as unmet for TBI parents include the needs for health/medical information, professional support, community support networks, and the need to be involved in their child's care. These results present important findings for TBI rehabilitation professionals. Future studies need to investigate whether TBI parents' needs are unmet because there are no community resources or if the resources available are unused, or not targeting the needs TBI parents feel are most important. / Graduate

The purpose of this study was to explore the possibility of discriminating between three groups of children ("normal," "mildly braindamaged," and "severely brain-damaged") by evaluating their respective abilities to compare the size, shape, and texture of certain objects by means of tactile perception. To this end seven subtasks were devised to measure the haptic perception of these qualities separately and in combination. Two of the subtasks included visual perception as well in a cross modal situation. Twenty-one subjects were used in a pilot study which resulted in minor changes being made to the subtasks. In the experimental study twelve subjects of both sexes between the ages of seven and ten years formed each of the three groups. Analysis of the results of the study showed significant differences (at the .05 level) between normal and severely brain-damaged subjects for two subtasks. No differences between minimally brain-damaged and severely brain-damaged subjects were shown for any of the subtasks at the .05 level of significance, and no difference was shown between normal and minimally brain-damaged subjects at this level of significance. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

No description available.

Thesis (Ph. D.)--University of Queensland, 2003. / Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.

The large number of learning disabled children and dearth of appropriate professional resources in most communities have resulted in attempts, by concerned individuals and organizations, to develop community-centred summer programs for these children. This study presents a model for summer programs for learning disabled children that is based on the results of a pilot project designed for such a population. The pilot project provided a two month program for 120 children between the ages of 5 and 11 years. Each child was assigned to one of six groups designed to develop basic skills in the areas of audition, vision, language, attention, gross motor coordination or fine motor coordination. Group assignment was determined by the nature of each child's major disability. The project was designed and supervised by a professional consultant and two graduate students in the field of learning disabilities. Fifteen teenagers were trained to work directly with the children. The model is designed to accommodate 120 learning disabled children between the ages of 5 years 0 months and 8 years 6 months. One aim of the model summer program is to develop deficit basic skills by providing the children with success oriented, sequentially ordered experiences in all areas of sports, gymnastics, music, drama, and arts and crafts. A second aim is to include the children's parents as participant program observers in order to increase their understanding of learning disabilities and to acquaint them with methods of assisting their children at home. This suggested program makes use of the same type of personnel as did the pilot project. The model is designed to meet community-felt needs using the resources available in reality. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

No description available.