This project explores the impact of the services provided by the "Early Start" program at Inland Regional Center. Text includes cover letter, survey form, and informed consent form in Spanish and English.

The goal of this project is to suggest a way to combine a functional curricula (domains) with literacy experiences.

The lives of family members of a child with a developmental disability are typically influenced by acute as well as chronic stressful events. These families are compared to families of typically developing children. In order for a family with a child with a developmental disability to function as effectively as possible, it may be necessary to renegotiate and reassign traditional family roles of parent, spouse, brother and sister.

The Ecologically-Based Activity Plan (EBAP) is proposed as a method to create a transition between special education and general education. It serves as a tool to help classroom teachers assess the environment of the class and as a method for embedding instruction within the naturally occurring context of the endogenous constructivist classroom. In this study the EBAP was used to reduce aggressive behavior and increase prosocial behavior among five children who displayed developmental delays in the social and emotional domains.

The purpose of this investigation was to compare the results as recorded in mental ages of the PPVT and TACL when used with developmentally delayed children. One aspect was to observe how well the mean mental age from each test would compare with the mean mental age obtained from psychometric testing (WISC-R or SB-LM results). Another aspect was to determine how well the data from the PPVT and from the TACL would correlate with the psychometric testing results.

Indiana University-Purdue University Indianapolis (IUPUI) / Down syndrome (DS) is the most common aneuploidy to affect humans and occurs in approximately 1 of 750 live births. Individuals with DS present with a wide range of clinical phenotypes. Common craniofacial phenotypic expressions include a small mandible, protruding tongue, and a flattened nasal bridge. These traits may affect the feeding, breathing, and swallowing of individuals with DS. Because some complications may go unnoticed for longer periods of time, we hypothesize that significant cardiac and GI defects may be indicative of feeding and airway difficulties. In order to better understand the secondary phenotypes resulting from DS, we have implemented a retrospective chart review of 137 infants between zero and six months of age who were evaluated through the Down Syndrome Program at Riley Hospital for Children from August 2005 to August 2008. Data regarding cardiac, gastrointestinal, endocrine, airway, auditory, and feeding abnormalities have been collected and incedences and comorbidites of these traits has been examined. Comprehensive results indicate cardiac abnormalities occur in 80% of infants, 60% experience gastrointestinal complications, feeding difficulties occur in 46%, and airway complications occur in 38% of infants. Infants with DS were found to be breastfed less over time, with an increase in tube feeds. Notably, we have found all infants with videofluoroscopic evaluations had some type of dysphagia. The presence of gastrointestinal abnormalities closely correlate with the need for tube feeds, and the comorbidity between GI anomalies and muscle tone appear to indicate the likelihood of feeding difficulties and need for altered feeding strategies. Comorbidities between feeding difficulties were nearly significant with cardiac defects and significant with GI abnormalities. Identification of such associations will help healthcare providers determine the best course of treatment and recommended feeding methodology for infants with DS. In order to utilize an in vitro model to study the craniofacial dysmorphologies seen in individuals with DS, cranial neural crest cells (NC) have been cultured. With these, we have begun to investigate the mechanisms behind a smaller trisomic mandibular precursor as compared to the euploid. With this in vitro model, we will be able to test proliferation, migration, and senescence of NC in a culture system.

Although there is extensive research demonstrating the benefits of teaching problem solving repertoires to typically developing individuals, there is little research on the effectiveness of these kinds of procedures with individuals with special needs. In this study, a group of special education students in a public school were taught problem solving skills using a curriculum called Talk Aloud Problem Solving (TAPS), which was developed by Robbins (2014). TAPS teaches students five problem solving skills and five active listening skills. This study utilized a multiple baseline design to examine whether training in TAPS would change the way that students solve problems and increase their accuracy when solving problems. In addition, a reversal design was used for each participant, consisting of the presence and the removal of the active listener during different stages of the study. After TAPS training and guided practice sessions, all students demonstrated new problem solving repertoires and their accuracy improved. For some students, having an audience (an active listener) was necessary to maintain their behavior. Further research is needed to determine how to teach students to be their own active listener.

This study investigates the nature of Asperger's Syndrome and specifically the social impairments experienced by learners affected by this syndrome. The incorrect social language, narrow interests and repetitive routines, and the deficits of theory of mind, central coherence and executive functioning of learners with Asperger's Syndrome are also outlined, and an attempt is made to relate these impairments to the social difficulties that learners with Asperger's Syndrome may experience in any inclusive setting. Chapters two and three comprise an in-depth literature study on this specific subject, thus forming a basis for the empirical research reported in chapter five. A qualitative research design is used, first to gain information about and understanding of the nature of the social impairments that afflict learners with Asperger's Syndrome, and secondly to gauge the effectiveness of using social stories as a means to assist the social development of affected learners. More specifically, an ethnographic research design has been chosen for its flexibility which readily permits last-minute adjustments to suit any design, and also because it helps to give meaning to personal encounters. The sensitive nature of the topic is another important reason for choosing this approach (ie. interaction with the researcher could be "fine-tuned" to achieve the ends of this adapted interview situation effectively, circumspectly and safely without undue upset for all concerned). The interview responses of two mothers of learners with Asperger's Syndrome, as well as the observation of these learners are reported. The results of the interviews and observations are checked against the literature study for corroboration in order to bring about a more positive awareness of the impairments experienced by these learners. The technique of social stories was investigated as a method of enhancing the social development of learners with Asperger's Syndrome. Three specific social stories were developed for this research in order to test the effectiveness of this method. Positive outcomes were achieved after implementation of the stories. Results of this study indicated that knowledge and understanding of Asperger's Syndrome, as well as positive attitudes, are critical to ensure the acceptance and accommodation of learners with Asperger's Syndrome in the school environment and in society as a whole. Also, the issue of accommodating learners with Asperger's Syndrome in an inclusive setting should receive concerted attention since it can have major implications for their educational prospects. / Educational Studies / Thesis (D. Ed.)

This study was done to examine prospective adoptive parents' perceptions of one particular group of special needs children waiting for adoption: those children with developmental disabilities. The results will give social workers information that will help provide training and informational meetings to prosepctive parents in regard to the child's age and developmental disabilities.

The research demonstrates that music therapy is an effective tool in the area of communication and behavior with children with autism and children with other learning disabilities. The hypothesis of this thesis predicted that music would enhance communication and decrease inappropriate behaviors. Qualitative data were gathered from interviews with music therapists and observations of students diagnosed with autism and other disabilities including attention deficit disorder, cerebral palsy, Down's syndrome, and other levels of mental retardation. Results supported the hypothesis and also supported the research in the literature that music lowered the anxiety levels in all individuals, resulting in increased learning.