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).

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.

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Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 93-98). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ67769.

The purpose of this study was to examine the provision of physical, occupational and speech therapy services and restrictiveness of settings for programs for children, 3-5 years old, with disabilities by North Carolina school districts. Public and federal school systems in North Carolina were participants in the study. A survey research design was utilized to collect information from school districts. In addition to examining implementation of related service and least restrictive environment requirements in the Individuals with Disabilities Education Act (IDEA), possible effects of district size was also explored relative to the provision of preschool services. Also examined was whether differences existed between the public and Department of Defense federal school systems. Data from surveys received from North Carolina Exceptional Children Program Administrators were used to illustrate that not all school districts provided all necessary therapy services to preschoolers with disabilities. Occupational therapy was the most reported therapy not provided to children identified as requiring the service. The primary reason for not providing therapy was a shortage of appropriate personnel. / Ed. D.

Thesis (Psy. D.)--Wheaton College (Ill.), 2006. / Includes bibliographical references (leaves 69-72).

Thesis (Psy. D.)--Wheaton College (Ill.), 2006. / Abstract. Includes bibliographical references (leaves 69-72).

Call number: LD2668 .T4 1978 S37 / Master of Science

This study investigated the effect of an eight-step cognitive strategy on verbal math problem solving performance of six learning disabled adolescents. The research was conducted in an applied setting by the investigator, the students' learning disabilities teacher. The cognitive strategy was designed to enable students to read, understand, carry out, and check verbal math problems that are encountered in the general math curriculum at the secondary level. A multiple baseline across individuals design permitted demonstration of the effectiveness of the strategy. Conditions of the experiment included baseline, treatment, generalization, maintenance, and, for two students, retraining. During treatment, students received strategy acquisition training over three sessions. When the students demonstrated verbalization of the eight strategy steps from memory, strategy application practice and testing commenced. Utilization of the strategy and improved performance were measured by scores on tests of two-step verbal math problems. The number of correct responses and the number of minutes taken to complete each test were recorded on graphs. Visual analysis of the data indicated that this eight-step cognitive strategy appeared to be an effective intervention for this sample of students who had deficits in verbal math problem solving. Overall, the students demonstrated improved performance on two-step verbal math problems with four of the six students generalizing the use of the strategy to three-step problems. Four students maintained improved performance over a two-week lapse in instruction and practice. Substantial increases were noted for the amount of time required to complete the verbal math problem solving tests immediately following strategy acquisition training. Completion time rapidly stabilized to an acceptable level. This study has implications for an alternative teaching methodology that focuses on cognitive strategy training to improve verbal math problem solving for learning disabled youngsters. Future research could offer evidence of the applicability of cognitive strategy training to other populations and further delineate the characteristics of students who do and do not benefit from cognitive strategy intervention.

The purpose of this study was to explore the developmental characteristics of young children (ages 11-60 months) with prenatal substance-exposure. A developmental rating scale, the Developmental Checklist (DC) of the Developmental Observation Checklists (DOCs) was utilized. The DC measures the domains of language, motor, social/behavioral, and cognition, as well as overall developmental status.