Thesis (M.A.)--York University, 2001. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 74-85). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71633.

Communication is an integral part of life that allows for independence. It is common for individuals with disabilities to have deficits in communication, which often coincide with an increased presence of challenging behavior. One successful method of addressing this issue is the use of functional analysis to determine the function of challenging behavior. Next, functional communication training is used to teach the individual an a socially-appropriate and functionally-equivalent method of communication so that he/she no longer relies on challenging behavior in order to get his/her needs met. While functional communication training has proven to be a helpful procedure, it has been noted that it should be combined with other procedures for maximum efficiency. Additionally, very little research has targeted the generalization of skills acquired via functional communication training, although, research clearly identifies that generalization of skills as an area of difficulty among individuals with developmental disabilities. One possibility of improving both the intervention and the generalization of skills is the use of motivating operations. Motivating operations are any environmental change that alters the value of a reinforcer. Therefore, the purpose of this study is to assess the effects of potential motivating operations on functional communication training and generalization of newly acquired skills across four participants. This was accomplished by conducting functional analyses on each participant. The maintaining condition was repeated with pre-session conditions of either no access to the reinforcer or satiation with the reinforcer to identify motivating operations. These pre-session conditions, which were identified as motivating operations, were then implemented prior to functional communication training sessions, in the effect of no prior access to the reinforcer or 15 minutes of prior access to the reinforcer. This was again repeated with four different generalization assessments. Several patterns of behaviors resulted. First, functional communication training was improved for two participants when prior access to the reinforcer was implemented. Second, approximately half of the generalization assessments also showed improved responding when the participant had prior access to the reinforcer. Also, prior access to the reinforcer rarely impaired intervention or generalization. The results, limitations, and further research are discussed. / text

The purpose of the study was to establish diagnostic validity for a modified version of the Classroom Adjustment Rating Scale (CARS). To do this, two a priori multivariate contrasts were specified in order to detect differences on the three CARS scales between three groups of pupils. Subjects were 170 normal (NORM), 125 Learning Disabled (LD), and 48 Emotionally Handicapped (EH) elementary age boys who were rated by their classroom teachers. The original CARS was modified by maintaining and adding items that had high correlations with the original three scales of Acting-Out, Shy-Anxious, and Learning Problems. Results with both the CARS and modified CARS (MCARS) indicated a significant multivariate contrast between the NORM group and a weighted combination of the LD and EH groups. Also, a significant multivariate contrast between the LD and EH group resulted for the CARS and MCARS. Follow-up with discriminant analysis found 71.4% of all boys correctly classified by the original CARS scales. However, the MCARS scales resulted in only a slight improvement in overall correct classification, with 72.3% of boys correctly classified. Teacher-judged intelligence, social class, and prosocial classroom behavior were included as possible biasing variables. It was found that the set of prosocial items had considerable impact on the ratings of EH boys, thus demonstrating the importance of including positive behaviors on a rating scale.

The purpose of this study was to investigate the effect of an integrated adapted physical education setting on the motor performance of preschool children with developmental delays. Subjects in this study participated in segregated and integrated adapted physical education classes. During the integrated conditions, same-age peers without delays participated in activities as "proximity peers" (Jenkins, Speltz & Odom , 1985). Child-directed activities were presented in each class and subjects were observed practicing locomotor and object control skills. The quality of each performance was analyzed to determine the number of critical elements present in the performance and the level of teacher or peer prompt required to initiate and complete each performance. A single subject reversal design (A-B-A-B) was used in this investigation. Four children with developmental delays were filmed within an eight-week school schedule while practicing two fundamental gross motor skills during segregated and integrated conditions. The level and trend of the data was calculated to describe the quality of each child's motor performance within each condition, between conditions, and across segregated and integrated conditions. The results of this study provide evidence that children with developmental delays are able to maintain their level of gross motor skill and independence within an integrated adapted physical education setting. Although day-to- day variability was calculated for each subject, overall skill level remained stable and their level of independence was not compromised in the integrated setting. Recommendations for future research are made based upon the results of this investigation. / Graduation date: 1993

Thesis (M.A.)--York University, 2006. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 48-51). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19659

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992. / Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).

Thesis (D. Min.)--Colgate Rochester Divinity School/Bexley Hall/Crozer Theological Seminary, 1997. / Includes bibliographical references (leaves 213-225).

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [101]-117).

Thesis (M.S.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 75-89).