Infants begin to learn important skills, such as contingency learning, social referencing, and joint attention through everyday interactions with their environment. When infants learn that their behavior produces a change in the environment (e.g., attention from others), infants engage in behavior that produces that effect (e.g., increases in smiling sustained engagement. When mothers and other caregivers respond immediately to infant behavior, they help their infant learn that the infant’s own behavior is effective, producing a change in the environment. The current investigation evaluated the effect of a computer-based training that aimed at teaching mothers to play a vocal-imitation contingency-learning game. The training included observer-effect methodology, meaning the mothers engaged in observation and evaluation of other mothers engaging in vocal imitation but did not themselves receive any direct coaching or feedback. All mothers completed the training during one session and in less than 45 min. Results indicate that all mothers increased their use of vocal imitation post training and maintained their performance at a two-week follow-up. Results are discussed in terms of how computer training may facilitate dissemination of responsive caregiver training.

This dissertation argues that the unstable category of the parasite was used to debate the limits of humanism during the modernist period (approximately 1890 to 1945). I show how the most marginalized individuals and organisms are deemed “parasitic” and positioned at the core of social issues, such as tropical disease, poverty, and racism. Authors from Virginia Woolf and Nella Larsen to John Steinbeck and George Orwell reveal how parasitism occupies a liminal space between categories of sickness/health, human/animal, and production/exploitation. This project contributes to developing debates in modernist studies about the relationship between nature and culture, and it builds on animal studies, disability studies, and the history of medicine to demonstrate that aesthetics shapes our evaluation of various forms of life.

Statistics show that approximately 30.6 million individuals in the United States had an ambulatory disability (AD), the most prevalent disability in the country. In 2010, 17.5% of the disabled population was employed, and only 5% of that employed population had an AD. The purpose of this multiple case study was to understand the decision-making process of small businesses owners in New Jersey when deciding on whether to hire those with AD. Ajzen's theory of planned behavior was utilized in this study to make predictions and explain why individuals engage in a behavior. Interviews were conducted with 16 participants and 22 questionnaires were completed by non-interview participants. The criteria of interview participants included ownership of small businesses within New Jersey and experience with hiring or interviewing an individual with an AD. Questionnaires were given to those businesses that exceeded employee size and lacked experience with AD. participation. Interview transcripts and questionnaires served as the raw data for analysis. Analysis of data consisted of coding using Nvivo software; to assist with identifying patterns and themes. Findings showed employers are willing to hire individuals with AD if they are able to perform the job duties. The results of this study can benefit businesses and individuals with AD seeking employment. Providing a knowledge base for those in the hiring position and those in the candidacy position serves to inform those about what candidates with AD can contribute as an employee and what employers are looking for in an employee. Such benefits may increase the employment opportunity for individuals with AD.

As a field intricately connected to human experience and interaction, technical and professional communication (TPC) is historically, ethically, and practically tooled to address issues of equality, diversity, and access. While these important issues have not always been the focal point of TPC, the recent turn toward social justice has scholars asking critical questions about how users access information, how specific design practices may privilege some and disenfranchise others, and how we can be more inclusive across our communication practices. In this dissertation, I argue that it is within reach of TPC to address the specific problem of access—the gap between what we believe to be accessible and what is actually accessible—and to begin to change specific norms (beliefs, standards, guidelines, etc.) that guide our practices. We change norms, or the typical way we do things, by exposing them, disrupting them, and developing new, more inclusive practices. I argue that we can create new norms that are liberated from unjust assumptions of embodied ability and include accessibility as a normalized part of the design process.

This study focused on nine disabled college students' interpersonal interactions with their campus community. Study participants discussed the meaning they took from their interpersonal interactions. Critical disability studies theory and Disability Justice Principles provided a conceptual framework for this study's design. Using narrative inquiry methodology, this study explored the following research questions: (1) How do disabled college students describe their interpersonal interactions with those in their campus community (e.g., staff, faculty members, peers)? (2) What meaning do disabled college students ascribe to their interactions with those in their campus community? (3) How do disabled college students describe their participation in, if any, student organizations at their institutions? Inductive analysis from 18 semi-structured interviews revealed five themes: lower(ed) expectations for support and connection, experiencing oppression, coping with oppression, experiencing interdependent friendships, and in-group friendships. Findings affirm the insufficiency of compliance with disability laws, disabled college students' resiliency in response to ableism, and the need for administrators to foster belonging for disabled college students. Study implications emphasize the urgent need for higher education administrators to foster a sense of belonging among disabled college students with multiple marginalized identities as well as disrupt systems of oppression within higher education institutions. / Doctor of Philosophy / Enrollment of disabled students in higher education continues to rise, but postsecondary administrators still overlook the need for full inclusion of this population in all aspects of college life. Disabled college students have a legal right under the Americans with Disabilities Act (ADA) to request accommodations and talk with campus disability service providers about their accommodation needs. It is important for college administrators to foster the social inclusion of disabled students at their institutions. The purpose of this study was to learn about the interpersonal experiences of disabled college students with those in their campus communities. I used a narrative methodology to consider the following research questions: (1) How do disabled college students describe their interpersonal interactions with those in their campus community (e.g., staff, faculty members, peers)? (2) What meaning do disabled college students ascribe to their interactions with those in their campus community? (3) How do disabled college students describe their participation in, if any, student organizations at their institutions? After interviewing study participants, I learned they lowered their expectations for support and connection and experienced oppression. In response, participants found ways to cope with oppression, especially by forming mutual friendships with campus peers. These coping strategies confirmed the urgent need for higher education administrators to foster a sense of belonging among the disabled students on their college campuses.

The term ‘disability’ is laden with medical origins and medical meanings, which contribute to exclusion and oppression for persons labeled as ‘disabled’. Moreover, these processes are amplified by constructing disability as an individual burden or personal tragedy. Medicalizing disability keeps it a personal matter, a personal problem that needs to be treated, rather than addressing the social processes that actually restrict or constrict the disabled person’s life. Rehabilitation Science and my lived experience of disability and walking serve as contexts that assist me as I explore how my subjectivity as a disabled woman and clinician helps me understand the theoretical tensions of five key themes: independence, power, client-centred practice, ableism, and the social model of disability in relation to disability and rehabilitation. These themes offer me a way to analyze my experiences, and how I have come to access and engage with Disability Studies literature in order to deepen my understanding of the critiques on disability and rehabilitation. As an insider, my research explores three decades of personal narrative. Through critical reflexivity as part of autoethnography, I work to increase my own awareness and that of my readers on the tension and complexities with respect to disability and rehabilitation. / Dissertation / Doctor of Philosophy (PhD)

Traumatic brain injury (TBI) is a life-altering injury that can impact global functioning. The Centers for Disease Control (CDC) reports that yearly 2.2 million Americans experience a TBI, a large portion of whom are children and young adults who then face the prospect of attending university. Data emphasizes the number of younger individuals who may experience symptoms that can limit their ability to complete post-secondary education and continue on to the workforce (Allen & D'Amato, 2010). Individuals who experience a TBI have limited opportunities for advancement due to cognitive challenges and require additional support to achieve their full potential. To address the well-documented academic and employment-related obstacles that may await postsecondary students with TBI following their injuries, Project Career, a multi-site five-year initiative funded by the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) was designed to promote the use of cognitive support technology (CST) and intensive case management to improve employment success among college and university students with TBI. The changes in behavior, emotions, communication and physical health experienced after sustaining a TBI are unique to each person, highlighting a need for individualized treatment and support (Cicerone, 2002; Whyte, Polansky, Fleming, Coslett, & Cavallucci, 1995). “Peer Connections for Success: A mentoring program for university students with TBI” will seek to develop a program that uses peer interaction to create individualized support that is grounded in theory and informed by the evidence. Several theories will guide the creation of the intervention; Social Comparison Theory (Festinger, 1954) and Adult Learning Theory (Knowles, 1984) both of which contribute to the best methods of learning for this population. Programs such as this have been applied to different populations however the evidence is limited for use with students with TBI. Evidence was collected to support the methods, assessments, and processes that were utilized in the program.

In 1953, Sylvia Plath broke her leg while skiing. This event permeated her writing across genres, retold at least eight times, each with a unique perspective based on the genre and her intended audience. While she told the story non-fictionally in her journals, she also adapted the story for letters to her mother and friends and fictionalized the event in short stories and The Bell Jar. This thesis will examine 8 versions of the same event – critically examining how the culture and gender expectations of the 1950s and 1960s influenced her writing depending on her audience. This examination of the boundaries between fiction and non-fiction will work to help eliminate the assumption in certain current scholarship that all events in Plath’s fiction can be used to examine and explain her suicide. The chapters will be divided by genre of writing, with a conclusion on the implications for future Plath studies.

The purpose of the study was to determine if antecedent bouts of exercise, through the means of a basketball practice, are beneficial to 5 children aged 8 to 11 with autism spectrum disorder (ASD) in decreasing competing behaviors (e.g., stereotypy, disruptive behaviors). Additionally, basketball skill mastery was measured. Antecedent exercise was corroborated by measuring heart rate. The results of the study indicate that antecedent exercise decreased disruptive behaviors and had no effect on stereotypic behaviors. Of the 5 participants, 4 of them had heart rate levels that indicated they were engaged in moderate to vigorous physical activity. All 5 participants increased in their basketball skill mastery. These findings suggest that children with ASD would benefit from antecedent exercise to decrease disruptive behaviors. They also have the ability to acquire motor skills in order join sports programs and participate in athletics along with typically developing peers.

Language is a system of communication made up of syntax and semantics. The syntax of a language of accommodation is a series of design gestures made within the building, whereas the semantics are the meaningful moments created by these gestures. This thesis is an exploration of the language of accommodation in design. Accommodations in the building were approached through the social model of disability lens. The social model of disability is a framework in which to view the world developed by disabled activists. This lens is based on the idea that a physical impairment does not disable someone, but rather that the artificial barriers we, as a society, create are the factors that truly disable someone. If we as architects approach the world through the social model point of view, we can remove access barriers before they are ever built. We are in a unique position to shape the world around us so why not create an architecture that everyone can enjoy. If we as architects designed with the social model as their point of view, there would be fewer debilitating barriers and no need to go back and make accommodations once needed. An inclusive building is one that includes disabled users, not one that goes back to adapt to users with different needs. A building that is designed for the group with the highest specialized needs, will work better for every user. This project aims to use language, a system of syntax and semantics, to discuss accommodation in architecture. Currently there is an abundance of inaccessible barriers in our public schools system. The early childhood center proposed in this thesis was designed to accommodate disabled users as the main users creating a building of inclusivity instead of accessibility. / Master of Architecture / Language is a system of communication made up of syntax and semantics. The syntax of a language of accommodation is a series of design gestures made within the building, whereas the semantics are the meaningful moments created by these gestures. This thesis is an exploration of the language of accommodation in design. Accommodations in the building were approached through the social model of disability lens. The social model of disability is a framework in which to view the world developed by disabled activists. This lens is based on the idea that a physical impairment does not disable someone, but rather that the artificial barriers we, as a society, create are the factors that truly disable someone. If architects designed with the social model as their point of view, there would be fewer debilitating barriers and no need to go back and make accommodations once needed. An inclusive building is one that includes disabled users, not one that goes back to adapt to users with different needs. A building that is designed for the group with the highest specialized needs, will work better for every user. This project aims to use language, a system of syntax and semantics, to discuss accommodation in architecture. The early childhood center proposed in this thesis was designed to accommodate disabled users as the main users creating a building of inclusivity instead of accessibility.