Thesis (Ph.D.)--Georgetown University, 2008. / Includes bibliographical references.

Thesis (M.A.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 90-93).

Thesis (M.S.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains iii, 33 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 23-26).

Thesis (M.A.)--Georgia State University, 2009. / Title from title page (Digital Archive@GSU, viewed July 29, 2010) Ann Pearman, committee chair; Erin Ruel, Dennis Thompson, committee members. Includes bibliographical references (p. 73-81).

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2007. / Title from first page of PDF file (viewed June 4, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

Public Law 102-119 (Individuals with Disabilities Education Act of 1991), mandates that family members, if they wish, participate in developing a plan of treatment for their child. Traditionally, therapist have not relied on parental assessments based upon the assumption that parents overestimate their child's abilities. The present study compared parental perceptions about the developmental status of their child's fine motor abilities to the therapist's interpretation of a standardized assessment using the Peabody Developmental Motor Scale (Fine Motor). Thirty seven children, enrolled in an early intervention program, and their parents were recruited for the study. The results indicated that the parents and the therapist estimates were highly correlated and showed no significant differences when paired t-tests were computed for developmental ages and scaled scores. However, analyses of variances were significantly correlated for gender and number of siblings.

Havlng evaluated previous attempts to toilet train developmentally disabled indtviduals, Foxx and Azrin (1973) developed a treatment package designed to produce and maintain independent toileting in institutionalized retardates. The training procedure is divided into two phases. The first phase is the bladder training procedure, which is then followed by the self-initiation training. Foxx and Azrin note that, regardless of previous toileting behavior, all trainees should receive the same sequence of training in the toilet training program, i.e. , bladder training, followed by selfinitiation training. The authors do not differentiate between various types of enuresis, nor do they suggest that a specific type of treatment be utilized for a specific type of enuresis. Without first identifying which children have self-initiated prior to training (irregular enuretics), it is impossible to evaluate if a specific treatment is more beneficial for a particular type of enuresis. Although Foxx and Azrin (1971; 1973) have included overcorrection as part of a total treatment package, the effects of overcorrection, as the major treatment component, in the treatment of a particular subgroup of enuretics, has yet to be established. The purpose of the present study was to test the efficacy of.an overcorrection procedure, combined with verbal praise, for toilet training developmentally disabled children who display irregular enuresis (Yates, 1970). Four developmentally disabled children with irregular enuresis were administered an overcorrection procedure contingent upon each toileting accident. Verbal praise was also administered for the absence of "accidents." Results indicated that the training procedure was successful in" eliminating incontinence in three of the four subjects on whom the training was administered. The reduction of incontinence generalized outside "the children's home environment and was mainted during a one month follow-up.

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