Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 89-96).

Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 90-97).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 113-121). Also available in print.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 222-232) Also available in print.

published_or_final_version / Social Work / Master / Master of Social Work

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 112-118).

Thesis (M. Soc. Sc.)--University of Hong Kong, 1991.

This study compared the effect of two sources of instruction and verbal encouragement on the participation of individuals with mental retardation (MR) in a 10-week physical activity program. Participants were 17 adult employees of a sheltered workshop (5 females, 12 males) ranging in age from 30 to 65 years. The program was offered at work 3 days per week and involved aerobic dance activities. Group engagement in moderate to vigorous intensity physical activity (MVPA) was systematically observed and was compared using a reversal design. Condition A involved an exercise leader plus an exercise video to deliver instructional cues and verbal promotion of participation. Condition B used an exercise video as the only source of instruction and verbal promotion. The exercise videos were designed specifically for the participant group to address the low fitness levels and limited ability to make activity transitions. Data indicated that, on average, a higher percentage of the group was engaged in MVPA when the leader-plus-video condition (A) was applied. However, the difference was not practically meaningful when the administrative ease and cost-effectiveness of videos are considered. Further, a considerable overlap of data points in the graphical analyses indicated that withdrawing the leader did not control exercise behavior. Program attendance was variable but remained high over the course of the study. Group engagement levels were higher during the sessions with fewer participants, which suggested that a small group of highly compliant participants were more consistently on-task. Work performance was not negatively impacted when employees took time out of their workday to participate in physical activity. It is of importance that several participants continued to participate in the exercise program over the 4-week maintenance phase. This study provided a convenient, inexpensive method for adults with MR to independently participate in physical activity. / Graduation date: 1999

The purpose of this investigation was to compare the effectiveness of integrated and segregated settings in elementary physical education. The efficacy of each setting was measured by the quantity of opportunities to respond (OTR) and the quality of those responses. This study examined the frequency and motor appropriateness of OTRs for children with developmental disabilities in integrated and segregated physical education classes. This study utilized a single subject alternating conditions design. Four students, 7 to 11 years, with developmental disabilities participated in this study. All participants received both general (integrated) physical education and adapted (segregated) physical education services throughout the 1997-1998 school year. Subjects were videotaped during the lesson focus portion of both the integrated and the segregated physical education settings once each week for a total of five weeks. Data on the frequency and motor appropriateness of the OTRs were collected and analyzed for each participant in both settings. Students with developmental disabilities generally made more responses in the segregated physical education setting. The motor appropriateness of these responses were similar in both segregated and integrated settings, although it was marginally higher in the segregated setting. The results of this investigation demonstrated that students with developmental disabilities received higher quantities of OTRs in the segregated physical education setting. However, there was little difference between settings with respect to the quality of the OTRs for three of the four subjects. For this reason and other suspected academic and social benefits of integration, an integrated physical education setting may prove beneficial for a number of students with disabilities. / Graduation date: 1998

The purpose of this study was twofold. First, to determine if planned interventions could increase untrained undergraduate students' use of positive and specific skill feedback while a teaching fundamental motor skill to children who are disabled. Second, to qualitatively assess the effect of specific verbal feedback on student motor performance. Six undergraduate students enrolled in the Adapted Physical Activity and Lab class at Oregon State University served as teachers for 6 children who were classified as having a mild to moderate disability. Teachers were individually videotaped teaching the same fundamental motor skill each week for 14 weeks in the actual clinic setting. Week 4 teachers were sequentially introduced to the intervention package which included: (a) defining specific skill feedback and discussing its role in skill development, (b) a single viewing of a master teacher videotape, (c) verbally and physically reviewing critical elements of skill being taught, and (d) reviewing teacher feedback and student motor performance each lesson. A variation of the single subject, multiple baseline design across subjects was used to assess the effect of the intervention package on teacher feedback and student motor performance. Single subject data analysis techniques indicated untrained teachers were already using corrective specific feedback while the intervention package developed successfully increased their use of positive specific skill feedback. In addition, evidence suggests a positive relationship between teachers' use of specific skill feedback and student motor performance. Based on these findings, it appears specific verbal feedback behavior of untrained volunteer teachers can be increased as a result of the intervention package developed. It is recommended that future studies replicate this study with a larger number of teachers/students and over a longer period of time. / Graduation date: 1992