The belief that an individual holds regarding his/her ability to control or influence the events of his/her life has been related to the adjustment of the physically disabled in the rehabilitation process. It is generally felt that those persons who assume that their actions make a difference, who have an internal locus of control orientation (I-LOC), are more successful in managing their disabilities and making the most out of their life situations. Assertion Training (AT) is a process which assists individuals in developing behaviors which enable them to express themselves directly without undue anxiety and to act in their own best interests while respecting the rights of others. Research indicates that AT is a useful therapeutic approach with a variety of populations but scant attention has been given to its effectiveness with physically disabled subjects although many of the variables considered to be critical in the rehabilitation process, such as self-concept and social interaction skills, have been shown to be positively affected by AT. The present study focused on the effects of Assertion Training on physically disabled subjects' locus of control (LOC) orientation. The dependent variables, LOC and assertiveness levels were measured by two questionnaires, Rotter's I-E Scale and the Rathus Assertiveness Schedule. A pretest-posttest control group design was used in this study. Physically disabled adults, aged 23 to 60, comprised the population. Thirty-two were randomly assigned to an experimental and a control group. Criterion measures were given to all subjects the week prior to and following the training. The experimental group received 15 hours of Assertion Training, consisting of 1 1/2 hour weekly sessions over a 10-week period. The training focused on increasing assertive behaviors utilizing a number of techniques, including role playing/behavioral rehearsal, modeling, coaching, and homework assignments. The following experimental hypotheses were tested: (H₁)Individuals given Assertion Training will show a significant difference in locus of control scores when compared to individuals who experience no special training. (H₂)Individuals given Assertion Training will show a significant difference in assertiveness scores when compared to individuals who experience no special training. (H₃)There will be a significant correlation between pretest assertiveness scores and pretest locus of control scores. (H₄)There will be a significant correlation between posttest assertiveness scores and posttest locus of control scores. Physically disabled subjects in the experimental group did not differ significantly at the .05 level of confidence in mean LOC or assertiveness scores from individuals in the control group. Internal-external locus of control and assertiveness were found to be significantly correlated. There does appear to be a significant relationship between increased assertiveness and a reduction in externality.

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Using a phenomenological hermeneutic methodology, this thesis describes the lived experience of people with mobility impairments in the context of their home environment. Nine individuals with mobility impairments were interviewed at length regarding their experiences in their homes. From the resulting narratives, the data were arranged under three thematic statements: Doing my thing, Being myself, and Evolving with my environment. The study highlights the interdependent nature of the person-environment-occupation relationship and reveals the potential for an enabling home design to affect all areas of human occupation (self-care, productivity and leisure). The efficient performance of self-care activities in the home emerged as being somewhat predictive of the extent to which participants were involved in the areas of productivity and leisure. This thesis offers support for the social model of disability and illuminates the need for incorporating universal design in all homes. / x, 98 leaves ; 29 cm. --

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The purpose of the current investigation was to examine the effects of implementing a pictographic schedule within a currently structured swimming class consisting of individuals diagnosed with autism. Three boys (11 to 17 years) enrolled at a school for children with developmental disabilities served as participants. A time-series design was used to assess the effects of the pictographic activity schedules on the variables of time on-task, time off-task, and inappropriate response time in the activity setting, while rates of inappropriate behaviour were examined within the associated changeroom setting prior to and following the activity setting. The results indicated that activity schedules, when implemented in a physical activity setting, increase time on-task and decrease inappropriate response time in children with autism. In addition, when compared to periods of no schedule-use, activity schedules assisted in the reduction of rates of inappropriate behaviour within settings prior to and following activity sessions. Findings for the variable of time off-task yielded inconclusive results. The implications of these findings show the importance of visual activity schedules within all domains of education, including those involving physical activity.

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The main purpose of this study was to determine the differences in the energy commitments of two groups of subjects. The two groups were Traumatically Physically Disabled Sheltered Workshop Employees and Non-Disabled Industrial Employees. The second purpose was to determine the change in the energy commitments of the subjects over an intervening period of time. Thirdly, the study was concerned with the extension and utility of the theoretical foundation of the study.The theoretical framework chosen for the investigation was Energy Commitment Theory developed by Hollis and Hollis. The theory was broad and encompassing and provided the vehicle for a. comparative analysis of energy commitments, Energy commitment was defined as the consigning of the individual's personal energies and connotes a promise of energy expenditure so as to be directed toward facilitating action in a projected manner. Each energy commitment was seen as possessing three dimensions--direction, thrust, and flexibility. The dimension of direction was subdivided into three categories--people, objects, and ideas. The dimension of thrust was subdivided into the categories of priority, force, and amount.The design of the investigation was planned to have sixty hypotheses originating from four major stem statements. In the first major stem statement the two groups were compared at the time of the first Structured Interview. In the second stem statement the two groups were compared at the time of the second interview. The third and the fourth stem statements were concerned with the comparison over time of the disabled group and the industrial group respectively.Subjects for the two groups were selected by predetermined criteria. Criteria common to both groups included age, sex, education, and marital status. In addition, specific criteria were detailed for each group. For the disabled group, subjects were required to fit certain specifications regarding type of disability, time since onset of disability, and length of employment. The industrial group subjects had to meet criteria regarding type of job, and length of employment on the job.Prior to the major study, a pilot study was conducted. The major focus of the pilot study was the improvement of the Structured Interview Guides and Interview Rating Sheets. These farms were designed specifically from Energy Commitment Theory. In the major study, each subject was interviewed by one interviewer who tape recorded the structured interview. The interviews were later reviewed and classified as to each direction by a group of trained raters.By a comparison of the rating sheets prepared by the interviewer and the raters, it was shown that the interview and classifications on the rating sheets provided a consistent means of obtaining each subject's energy commitments.From the analysis of the data, it was found the disabled group had qualitatively different energy commitments from the industrial group. Further, the industrial group's energy commitments remained stable during the two months between the two interviews. The disabled group did change and did tend to become more like the industrial group during the two month period.Specifically from the data of this investigation, it was concluded the disabled individuals were more idea oriented while the industrial group was more committed toward objects. The two groups were essentially the same regarding commitments to people. For priority the two groups viewed their commitments to people most important, but the two groups differed in priority toward objects and ideas. From other data, it was found the disabled group perceived their commitments, regardless of whether toward people, objects, or ideas, as requiring more force than the industrial group. The data for amount were that the disabled group gave greater amounts (a ranking) of energy toward people and ideas while the industrial group gave more energy toward objects. Further, the disabled subjects were less flexible than the industrial group.

The purpose of the study was to measure and analyze the accessibility of facilities housing programs in Architecture in the North-East and East-Central Regions of the Association of Collegiate Schools of Architecture.The philosophical basis for the study was a theory in Architecture that the environment can teach. Extending the theory to the topic of the study, students of Architecture needed to learn in buildings accessible to the disabled in order to have the best chance of designing accessible buildings in professional practice.The thirty-three sites included in the study were visited between August and November of 1980, after the buildings were required by law to be accessible. The Revised Accessibility Checklist recommended by the Iowa Chapter of the American Institute of Architects was used to gather the data The Accessibility Checklist was based directly on the requirements of Specification 117.1 of the American National Standards Institute. Section 504 of the Rehabilitation Act of 1973 required all facilities to meet the standards established in ANSI Specification 117.1. Data were also gathered regarding design characteristics, including age, style of design, original use, extent of renovation, and context of location, to determine whether accessibility was influenced by specific design factors. Criteria were established in the dissertation to determine whether a building was excellent, good, average, below average, or poor in accessibility to disabled persons.Of the facilities surveyed, three were excellent, three good, three average, twelve below average, and eleven poor in terms of accessibility to disabled persons. Overall, the buildings rated below average. Twenty-three of the thirty-three buildings surveyed, seventy percent, did not comply with Federal accessibility law. Thirty-six percent of the buildings did not have an accessible primary entrance; fifty-two percent of the rest rooms were not accessible; and thirty-two percent of the buildings did not have elevators.Major conclusions regarding design characteristics were: 1) The design characteristic with the greatest influence on accessibility was extent of renovation. 2) Modern buildings rated better than revival structures. 3) Buildings completed since 1960 received higher accessibility classifications than buildings completed earlier. 4) Buildings located in a campus setting received higher classifications than urban structures.Recommendations for specific renovations to the thirty-three facilities surveyed were made for improving accessibility. The study also recommended the American Institute of Architects, the Association of Collegiate Schools of Architecture, and member schools should establish a policy of making teaching facilities accessible to the disabled.

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