Thesis (M.S.)--New England College of Optometry, 2009. / Includes bibliographical references (p. 79-84).

Research report submitted the Faculty of Health Sciences, University of Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science in Occupational therapy / This cross sectional quantitative study aimed to examine the understanding parents/caregivers have of school readiness requirements for Grade 1 children in comparison to expected scholastic criteria in the Gauteng province and the demographic factors which may affect this. A questionnaire was specifically designed for this study based on CAPS (Curriculum and Assessment Policy Statement) and IEB (Independent Education Board) and included looking at various area of development. Questionnaire content was validated by experts in a pilot study. Five hundred and ten questionnaires were circulated to parents/caregivers of Grade R and Grade 1 scholars in 2 urban and 1 private school. Two hundred and ten questionnaires were returned of which 180 were included in the data analysis. Overall results revealed that parents/caregivers had a better understanding of school readiness with respect to thinking and reasoning; motor ability; numerical skills and speaking abilities. They had moderate understanding of writing abilities; life skills and listening skills with the least knowledge about activities of daily living, reading and viewing skills and language structure and use. The only significant demographic factor that was identified was the level of education of the mother. This suggested that a higher level of education enabled the prediction of school readiness. / MT2017

No description available.

Thesis (M.S.)--University of Nevada, Reno, 2000. / Includes bibliographical references. Online version available on the World Wide Web.

Background. In children with autism spectrum disorders (ASD), sensori-motor development and functional skills in activities of daily living (ADL) remain little explored in comparison to the other domains of development. Objectives. To determine the impact of sensori-motor skills on functional skills in ADL of preschool children with ASD, and to examine their type of sensory responses, their motor skills and their functional skills in ADL. Methods. This project is a pilot and cross-sectional study. Thirty-five children with ASD, three to four years of age, have been recruited and assessed. Control groups are also included: eight children with developmental delay (DD) and five children with typical development (TD). A battery of diagnostic and clinical tests was used. Results. ASD and DD groups have significantly more atypical sensory responses than the TD group as measured by the Sensory Profile. The ASD group has significantly poorer motor skills than controls (TD and DD) based on the Peabody Developmental Motor Scales --2nd edition (PDMS-2). Self-care skills of the ASD group fall below 2 standard deviations (SD) on the Functional Independence Measure for Children (WeeFIM). Daily living skills (DLS) of the ASD group are significantly poorer than controls on the Vineland Adaptive Behavior Scales -- Second Edition (VABS-II). The largest percentage of variability in self-care skills, as measured by the WeeFIM, is explained by cognitive functioning and auditory processing, while personal skills, as measured by the VABS-II, are predicted by fine motor skills and sensory avoiding. Conclusion. Pre-school children with ASD, but also children with DD, react differently to sensory stimuli than typically developing children. Also, children with ASD have significantly poorer motor skills than DD and TD children. These sensory and motor difficulties affect the functional skills in ADL. Therefore, it will be important clinically to individually assess and consider sensori-motor and functional skills in ADL of children with ASD. Future interventions may then aim at improving and supporting the development and autonomy of these children. In turn this may assist caregivers by reducing their care load. / Keywords: autism spectrum disorders, sensory responses, motor skills, functional skills, activities of daily living

Diss. (sammanfattning) Göteborg : Univ. , 2007. / Härtill 4 uppsatser.

Diss. (sammanfattning) Uppsala : Univ., 2002. / Härtill 5 uppsatser.

Thesis (Ph. D.)--University of Nevada, Reno, 2001. / Includes bibliographical references. Online version available on the World Wide Web.

Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (M.P.H.)--University of Michigan, 1946.