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Language and literacy acquisition in children with developmental and learning disabilitiesTjus, Tomas. January 1998 (has links)
Thesis (doctoral)-Gothenburg University, 1998. / Includes bibliographical references.
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An ethnographic study of caregiving at a daycare centre for divelopmentally challenged childrenDu Preez, Riëtte 11 1900 (has links)
In this qualitative study the researcher explores the experiences of various caregivers at a day
care centre for developmentally challenged children. This study also attempts to draw a
distinction between the experiences of formal and informal caregivers’ experiences. The study is
underpinned by two assumptions: 1) that in order to obtain a rich understanding of a
phenomenon, the views and voices of a variety of individuals need to be considered and 2) that
cultural values and practices play a significant role in the way individuals experience a certain
phenomenon. The experiences of both formal and informal caregivers are documented using
thematic analysis. An analysis of the participants’ global themes revealed that
“education/learning/skills development” and “communication barriers” were common themes
among both participant groups. Each participant group also expressed unique experiences such
as “being a parent”, “becoming a foster parent” and “being useless as a professional-in-training”.
Focal areas for further research are highlighted. / Clinical Psychology / M.A. (Clinical Psychology)
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Sexuality and related social skills training: Meeting the challenge for adults with developmental disabilitiesAdkison, Caroline Mary 01 January 1997 (has links)
Historically, people with developmental disabilities were denied the right to live in and integrate with the society of individuals without disabilities. Landmark legislation and a societal shift over the past two decades, however, have made it possible for people with developmental disabilities to live and work in the communities in which they live.
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Ontwikkelende speelterapie as psigoterapeutiese tegniek in die hantering van dowe leerders wat presenteer met emosionele problemePauw, Hilda 12 1900 (has links)
Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Deaf learners are unique and require special support and assistance. It is apparent in the
literature that deaf learners are more exposed to both physical and sexual abuse. The
consequences of the latter can lead to emotional problems, for example, enuresis, anxiety
disorders, depression, panic attacks, anger outbursts and attention deficits. One of the
biggest challenges in the life of deaf learners must surely be communication.
Misunderstandings and subsequent frustrations that ensue, normally occur as a result of
communication difficulties between deaf learners and the hearing person. From the
literature it appears necessary to stimulate the deaf learner's language development as
early as possible, as it impacts on several aspects of his/her maturation into adulthood.
Communication difficulties can also influence the emotional development of deaf learners.
Therapeutic support for deaf learners are a challenge. The therapist that works with the
learners should ideally be able to sign. The young deaf learners do, however, not yet have
a signing system and consequently communication is problematic. The learners
themselves experience frustrations as he/she is not able to express his/her emotions. The
objective of this study was to investigate the possibility of developmental play therapy as a
psychotherapeutic technique for the treatment of emotional problems in young deaf
learners. To some degree, the technique makes it possible for verbal communication
between therapist and learners to be replaced by physical contact. The aim of the activities
is to take learners back to the early mother-child relationship and for the therapist to model
healthy relationships. The research undertaken here is a qualitative case study. It was
approached from an eco-systemic perspective, in other words learners are viewed as the
core system which, in turn, is part of several other systems for example the family, school,
church, community, etc. The systems are interdependent, which means that change in the
one system also results in change within the other systems. In the data production video
recordings, unstructured interviews, observations and field notes were used. Data analysis
was done using the principles of coding. The results of the study show that developmental
play therapy is indeed an effective psychotherapeutic technique in the treatment of
emotional problems in young deaf learners. It would appear that the technique requires
adaptation for deaf learners needs in order to be effective. / AFRIKAANSE OPSOMMING: Dowe leerders is uniek en het spesiale ondersteuning nodig. Uit die literatuur wil dit blyk of
dowe leerders meer blootgestel word aan beide fisiese en seksuele mishandeling. Die
gevolge van laasgenoemde kan lei tot meer emosionele probleme, byvoorbeeld enurese,
angsversteurings, depressie, paniekaanvalle, woedeuitbarstings en aandagafleibaarheid.
Een van die grootste uitdagings in dowe leerders se lewe is seker kommunikasie.
Misverstande en frustrasies wat daaruit vloei, ontstaan gewoonlik as gevolg van
kommunikasieprobieme tussen dowe leerders en die horende persoon. Uit die literatuur
blyk dit noodsaaklik om dowe leerders se taalontwikkeling so vroeg as moontlik te
stimuleer aangesien dit verskeie aspekte in sy/haar volwassewordingsproses beïnvloed.
Kommunikasieprobleme het ook 'n invloed op dowe leerders se emosionele ontwikkeling.
Terapeutiese ondersteuning van dowe leerders is 'n uitdaging. Die terapeut wat met die
leerders werk, moet verkieslik gebaretaal kan praat. Die jong dowe leerders het egter nog
nie werklik 'n gebaresisteem nie en gevolglik is kommunikasie 'n probleem. Die leerders
self ervaar frustrasies, omdat hy/sy nie die vermoê het om uiting te gee aan sy/haar
emosies nie. Die doel met hierdie studie was om die moontlikheid van ontwikkelende
speelterapie as psigoterapeutiese tegniek in die hantering van emosionele probleme by
jong dowe leerders te ondersoek. Die tegniek maak dit in 'n mate moontlik om die verbale
kommunikasie tussen terapeut en leerders te vervang met fisiese kontak. Die doel met die
aktiwiteite is om die leerders terug te neem na die vroeê moeder - kindverhouding en
gesonde verhoudings deur die terapeut te modelleer. Die navorsing neem die vorm van 'n
kwalitatiewe gevallestudie aan. Dit word benader vanuit 'n ekosistemiese perspektief, dit
wil sê die leerders word gesien as die kernsisteem wat deel is van verskeie ander sisteme
soos byvoorbeeld die familie, skool, kerk en gemeenskap. Die sisteme is interafhanklik
wat beteken dat verandering in die een sisteem ook verandering in die ander sisteme tot
gevolg het. In die data-produksie is tegnieke naamlik video-opnames, ongestruktureerde
onderhoude, observasies en veldnotas gebruik. Data-analise is volgens die beginsels van
kodering gedoen. Die resultate van die onderhewige studie wys daarop dat
ontwikkelende speelterapie wel In effektiewe psigoterapeutiese tegniek is in die hantering
van emosionele probleme by jong dowe leerders. Dit wil voorkom of die tegniek aangepas
moet word by dowe leerders se behoeftes om werklik effektief te wees.
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The Effects of an Observational Intervention on Audience Control by Peers in Preschool Children with Developmental and Language DelaysBaowaidan, Lamis Mamdouh A. January 2016 (has links)
I tested the effects of an observational intervention on observing responses, denial responses, and audience appropriate behaviors in 9 preschool children with developmental and language delays. The participants were 8 males and 1 female aged 3-5 years, who were selected from a preschool program that implemented a behavior analytic approach to all instruction. All participants had fluent listener and speaker repertoires and emitted mands, tacts, and sequelics with adults. The children were selected to participate because they displayed little to no awareness of, or interactions with their peers during free play and social settings. I conducted probes for a) peer observing responses, b) responses to denial of non-preferred stimuli being delivered to peers, c) social initiations to peers, d) responses to peers’ social initiations, and e) other socially appropriate behaviors. Pre-intervention probes showed that all participants emitted low peer observing responses in free play settings, and did not consistently initiate or reciprocate peer interactions across different social settings. Five out of nine participants emitted responses to denial prior to the intervention. The independent variable was an observational intervention using non-preferred stimuli and a denial condition that was used in prior studies to establish conditioned reinforcement by observation. The participant and peer confederate sat side-by-side at a table, and were separated by an opaque partition. They were both presented with a performance task. The participant observed the peer confederate receive the non-preferred stimuli but could not observe the peer’s responses to the task. The intervention continued until the participants emitted responses to denial of the non-preferred stimuli across two sessions. Post-intervention data suggest that peer observing responses in free play settings, as well as audience appropriate behaviors in social settings increased as a function of the observational intervention in 8 out of 9 participants. Responses to the denial of non-preferred stimuli delivered to a peer increased in 4 out of 4 participants who did not respond during pre-intervention probes.
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Program evaluation: a model for evaluating group homes for the developmentally disabledMaley, Michael J. 01 January 1978 (has links)
The movement to increase the number of group home programs for the mentally retarded/developmentally disabled is present in the state of Oregon. The Boundary Street group home, located in Portland, was established as a result of this movement. As a rather typical group home program, it is subject to many of the program concerns and evaluation needs experienced by similar services. This point represents the ultimate reason for this paper. The primary purpose will be to develop a program evaluation system that will be appropriate and beneficial in meeting the evaluation needs of the Boundary Street group home. Because the Boundary Street group home is similar in principle and design to other group homes in Oregon, a second purpose of this project will be to develop an evaluation system that can be beneficial to other programs.
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Effect of untrained and trained peer tutors on the motor performance of students with developmental disabilities in integrated physical education classesHouston-Wilson, Cathy 12 August 1993 (has links)
The purpose of this study was to investigate the effect of untrained and
trained peer tutors on the motor performance of students with developmental
disabilities in integrated physical education classes. This study utilized a single
subject delayed multiple baseline design across subjects.
Six elementary age students with developmental disabilities and six
nondisabled peer tutors participated in the study. The students were
videotaped during their physical education class and data were analyzed on
discrete motor skill responses. The students were assigned to one of two
protocols. Protocol 1 consisted of three conditions; baseline, assistance by an
untrained peer tutor, and assistance by a trained peer tutor. The results of
Protocol 1 data revealed that trained peer tutors were effective at assisting
subjects with developmental disabilities improve their motor performance, while
untrained peer tutors were not. As a result of these findings Protocol 2 which
consisted only of baseline and assistance by trained peer tutors, was utilized to
replicate and provide additional support for the effect of trained peer tutors. The
results of Protocol 2 revealed that trained peer tutors were effective at assisting
subjects with developmental disabilities improve their motor performance in
integrated physical education classes.
Trained peer tutors were provided with instruction in the following three
teaching areas: cueing, feedback, and reinforcement. The cueing techniques
followed the system of least prompts and included verbal cueing, modeling, and
physical assistance. Feedback information consisted of positive general and
positive specific reinforcement. Peer tutors were trained over two 30 minute
sessions. Pre-established criteria required the peer tutors to implement the
teaching behaviors with the researcher a minimum of 4 out 5 times, and receive
a score of 90% or better on the peer tutor quiz. All peers were successful at
meeting this criteria. Data were collected on the tutors' teaching behaviors
throughout the study via a wireless microphone. The results of the peer tutor
data revealed that the tutors were able to implement the tutor training program.
The results of this study demonstrate that elementary age peer tutors can
be trained to provide assistance to students with developmental disabilities in
integrated physical education classes. Recommendations for future research
are provided based on the results of this study. / Graduation date: 1994
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Communicating your way to a theory of mind : the development of mentalizing skills in children with atypical language development /Falkman, Kerstin W. January 2005 (has links)
Univ., Diss.--Göteborg, 2005.
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Disability ministry in the small churchMuzio, Steven. January 2005 (has links)
Thesis (D. Min.)--Covenant Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 95-97).
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Disability ministry in the small churchMuzio, Steven. January 2005 (has links)
Thesis (D. Min.)--Covenant Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 95-97).
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