Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 230-244). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ph. D.)--Michigan State University. Dept. of Education Policy, 2008. / Dissertation committee: Gary Sykes, Barbara Schneider, Peter Youngs, Sandra Schneider, and Larry Schweinhart--From acknowledgments. Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 151-158). Also issued in print.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 158-166). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xi, 296 p.; also includes graphics (some col.). Includes bibliographical references (p. 266-287). Available online via OhioLINK's ETD Center

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of learning disabled children). Includes bibliographical references (33-38 p.).

Research has shown that many of the disciplines typically included on early intervention/early childhood special education (EI/ECSE) teams receive minimal to no specialized training or coursework in EI/ECSE, and/or little emphasis or opportunity for interdisciplinary collaboration and instruction (Campbell, Chiarello, Wilcox, & Milbourne, 2009; Bruder & Dunst, 2005). As such, graduate students across IDEA related disciplines need more specific instruction and supervised experiences in collaborative service delivery, and evidenced-based social- communication interventions. The primary objective of this study was to examine the effectiveness of the Language and Play Everyday (LAPE) program as a model of cross-disciplinary training for graduate students in the Communication Disorders and Sciences (CDS) and Early Intervention/ Early Childhood Special Education (EIP) programs at the University of Oregon. Participants included four first-term graduate students (i.e., two from CDS; two from EIP) enrolled in the LAPE practicum during Fall 2016. Multiple outcome measures, including a pre-post competency/self-efficacy questionnaire as well as analysis of student-child interaction videos, were used to evaluate the degree to which students’ knowledge and use of child language development principles, language-enhancing strategies, and overall confidence changed throughout the 11-week practicum experience. Analysis of student-child interaction samples revealed that all students increased their use of language-enhancing strategies in group and/or individual play contexts directly following an initial LAPE training workshop, and again after an individualized coaching session. Pre-post competency and self-efficacy questionnaires indicated students made growth in both their overall confidence and knowledge of child language development and language-enhancing strategies across the 11-week practicum placement. Future recommendations include increasing opportunities for collaboration and sharing of discipline-related knowledge during training activities as well as providing continued opportunities for individualized coaching.

The current study used a quasi-experimental comparison group pre/post-test design to examine the effectiveness of the Language and Play Everyday (LAPE) program for improving EI/ECSE practitioners’ knowledge, use of, and confidence in using Caregiver Implemented-Naturalistic Communication Interventions (CI-NCIs). Participants included 20 EI/ECSE practitioners across IDEA-related disciplines, eight with prior LAPE experience. 10 practitioners took part in a new, more intensive LAPE program, and 10 did not. Analysis of pre/post-questionnaires revealed that practitioners with prior LAPE experience reported significantly higher use of CI-NCI skills and mean self-efficacy ratings than those without LAPE experience. Practitioners who participated in the new, more intensive program used significantly more skills and scored significantly better on a knowledge test than those who did not participate, even when controlling for prior LAPE experience. These findings indicate that the LAPE program is a promising model to train EI/ECSE practitioners across disciplines in CI-NCIs.

No description available.

Although the survival rate of childhood cancer is high, nearly two thirds of these survivors experience negative long-term secondary side effects from cancer treatments. Infertility is one such side effect that can have a prominent impact on quality of life as the patient ages. It is important for nurses working with pediatric oncology patients to provide the patient and family with education about risk for infertility and fertility preservation (FP) in order to allow families to make decisions about FP before cancer treatment starts. However, pediatric oncology nurses report being uneducated about FP guidelines and are hesitant to broach this subject with families. The purpose of this HIM thesis is to review nurse perceived barriers related to educating patients and their families about the risk for infertility following cancer treatments and FP and to make recommendations for improving communication between nurses and families about FP. A search was performed using CINAHL, PreCINAHL, PsychINFO, PsychARTICLES, and Medline databases and examined peer-reviewed quantitative and qualitative research studies. Key terms used in the database searches were ped' OR child', onco' OR cancer', fert', and nurs'. Findings indicated that there were many barriers for pediatric oncology nurses, which inhibited the discussion of FP with patients and families such as lack of knowledge and resources, provider attitudes toward FP, and patient factors. Based on the findings, the researcher identified several interventions to aid pediatric oncology nurses in overcoming these barriers to FP discussion.

No description available.