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The selection of an input method to allow computer access by persons with disabilities is currently done by trained personnel; however, the selection process is unsystematic, subjective, and plagued with problems. This research has attempted to develop a systematic method, based on objective measures of an individual's hand skills, for selecting a computer input device. Each input device being considered was evaluated to determine the probable basic elements of motor performance which contribute to successful operation of the device. Subjects in the study consisted of individuals with various degrees of functional limitations of their upper extremities. Subjects first underwent a specially-developed motor assessment test designed to measure each of the motor functions identified as contributing to the operation and control of the input devices. Each subject then performed a series of computer-based tasks with each input device. The task itself was a modified target acquisition task with the independent variables of target size, target distance, mode (button up vs. button down (i.e. point vs. drag moves)), and trial block. The participants’ scores on both the assessment test and each device were analyzed in order to form the relationships between the two sets of scores. Results show that : 1) By analyzing a prospective input device with respect to the physical actions necessary for operation, and comparing an individual's scores on the subtests of the motor function assessment which correspond to those necessary actions, the test administrator can immediately identify actions which may be necessary, but which are extremely difficult or unavailable. If no discrepancies between the available and required actions exist, then one can conclude that the device is operable by the client. 2) Where discrepancies do exist between what a client can do and what a device requires, the assessment test targets the specific actions which create the difficulty. As a result, one can then recommend modifications to the device which may lead to the client being able to operate the device. 3) Finally, the effects of task parameters such as target size, target distance, and the effects of practice were determined for persons with different levels of hand skill (as measured by the assessment test). In general, persons with limited hand skill require only slightly longer to become proficient with a device than persons without disabilities. The rank ordering of the five devices tested with respect to input rates achievable was the same for persons with and without disabilities. Persons with disabilities were, as expected, slower overall with each device. In general, the trackball, mouse, and tablet resulted in better performance than the keys or joystick, for persons with and without disabilities. Persons with limited hand skill were more affected by the task parameter of target size on all devices, particularly for button down moves. Regardless of disability level, persons generally preferred the trackball over the remaining devices, and rated the joystick as being less preferable than the other devices. This research not only developed guidelines concerning the five devices selected for use in this study, but also serves to demonstrate the feasibility and utility of an accommodative aid selection system based on a functional assessment of the client's residual abilities. In addition, this research provides important information to hardware and software manufacturers regarding accessibility issues. / Ph. D.

The purpose of this study was to evaluate an interdisciplinary in-service training program, Family Resource Development for the Handicapped, and through experience gained in the process, to develop a general model for evaluation of interdisciplinary in-service training programs. In addition, the efficacy of this model was tested for its intended use. The model entailed a systems approach to evaluation of interdisciplinary in-service training programs in which the training program was viewed as a temporary educative system and the community as a permanent system. The model was divided into three phases: pretraining assessment in the permanent system, posttraining assessment in the temporary system, and posttraining assessment in the permanent system. An important step in the posttraining assessment was determining effectiveness of the interdisciplinary in-service training program: (a) during the life of the temporary system, and (b) in the permanent system, based on previously established criteria for effectiveness for each system. The overall effectiveness of the interdisciplinary in-service training program then was determined. The final step in the evaluation model entailed the utilization of results of the evaluation in the decision-making process for future interdisciplinary in-service training programs. The model was applied to evaluation of the interdisciplinary in-service training program, Family Resource Development for the Handicapped. The purpose of this training program was to utilize an interdisciplinary team of Extension specialists to train Extension agents from the Virginia Cooperative Extension Service to work with the physically handicapped in the community. Data used to determine the effectiveness of this interdisciplinary in-service training program, based on pre-stated criteria, indicated that the interdisciplinary training was effective in training Extension agents to work with the physically handicapped in the community. Following application of the model to evaluation of Family Resource Development for the Handicapped, it was concluded that the model was an appropriate model for evaluating interdisciplinary in-service training programs in general. Use of the model simplified the evaluation process. To ensure maximum benefit from the model, the steps in all three phases of the evaluation process should be followed implicitly. / Ph. D.

The research was conducted using a 2 x 2 between subjects design to compare the effectiveness of two methods of instructional training. The first factor was gender of the subjects. The second factor was presentation. A printed text presentation (control condition) was compared to a computer based multimedia presentation with redundant audio (experimental treatment). The experimental treatment was set up as a workbench to present guidelines to developers of computer equipment and software for the visually impaired. The guidelines were presented and then illustrated through pictures, sound, animation, and quicktime video. Each condition was measured for its effectiveness in increasing knowledge in the subject area and positively influencing attitudes toward the blind and disabled. The experiment was conducted as follows. To counter any possible gender/computer variables, forty subjects of similar knowledge, skills, and computer abilities were recruited. Subjects received three pretests in the order listed; an Attitude Toward Blindness (ABS) questionnaire, an Attitude Toward Disabled People (ATDP) questionnaire, and a pretest on the research material. Training subjects then completed either the printed text or the multimedia with redundant audio presentation. Following the presentation of the study material the subjects completed three posttests in the order listed; a posttest on the research material, an ATDP questionnaire, and an ABS questionnaire. It was hypothesized that subjects would spend a significantly longer time studying the multimedia material because of interest and motivation. It was also hypothesized that the multimedia condition would produce significantly higher results in the knowledge test and significantly improve attitudes toward the visually impaired and disabled. The knowledge scores and the study times were recorded, analysis of variance was used to analyze the results. The analysis showed that there were no significant effects for either gender or presentation for knowledge posttest scores, although the difference between pretest and posttest for all groups was significant, indicating effective training. Females took significantly less time to complete the second attitude pretest and two attitude posttest questionnaires. Subjects who were exposed to the multimedia presentation finished the posttest significantly faster. And multimedia subjects spent significantly longer studying the material and completing the experiment. The attitude questionnaires were scored, treated as nonparametric data, and analyzed using a Kruskal-Wallis test. No significant pretest to posttest changes in attitude resulted, although both groups of females (printed text and multimedia) held more favorable posttest attitudes toward the disabled in general than did males exposed to the printed text presentation. / Master of Science

The purpose of this exploratory study was to determine the extent to which a self-advocacy training intervention in leisure would alter the pre-and-post-scores of tests on knowledge of rights and responsibilities, attitudes toward leisure, and behavior in leisure on adults with severe physical disabilities participating in an adult daycare program. Four one and one half hour training modules focusing on rights and responsibilities (Rights Now) and leisure access in the community (LIFE: Leisure Is For Everyone) were used for the treatment intervention. Thirty-nine adults ranging in age from 22 to 80 years and who participate in an adult day care program were selected for study. A nonrandomized pretest-posttest design was used. An experimental group of twenty participants received the treatment, and a control group of nineteen participated in their normal leisure activities. Each participant took a series of pre-and post-tests/assessments consisting of 1) a Knowledge of Rights and Responsibilities test (Browning, Thorin, and Rhoades, 1984) and 2) two scales of the Leisure Diagnostic Battery (Competence and Control). Participant behavior in leisure was assessed pre and post by observers using a Participation Patterns instrument (Brown, 1988). Demographic data was also collected on each participant. Data was analyzed using the following procedures: a t-test on gain vi scores, frequencies, means, standard deviations, Cronbach's alphas, and Pearson Product Moment Correlations were utilized. The .05 level of significance was chosen to test whether or not there were significant differences between pre-and post-test measures. The data revealed by this study indicated that significant differences between experimental and control subjects were detected on the behavior toward leisure variable. Other results, although not statistically significant, widened support for the intervention. / Ed. D.

The purpose of this study was to examine the effectiveness of a whole language reading strategy using two different types of texts, regular text and language experience text in teaching adults to read. The participants were four prison inmates between the ages of twenty-six and twenty-eight. Data were collected during an eight-week period, which included thirty-two private sessions with each participant. These private sessions were composed of lessons using whole-language texts in which participants read aloud both regular (published) and language-experience texts in a single-subject Alternating Treatments Design. The dependent measures were sight words learned, miscues, and achievement in word recognition and comprehension. The results indicated that, under the treatments, each participant achieved modest gains in general word recognition and comprehension. Sight word acquisition occurred under the treatment conditions, and miscue patterns were influenced by the type of materials used. Additionally, each participant reflected a growth in a positive attitude towards reading. / Ed. D.

As a result of noncompliance and other operational forces (e.g., economic, political) in the world of work, handicapped adults have the lowest labor force participation rates and lowest earnings within the classifications of age, sex, race, and education. Many research studies have examined elements which contribute to this bleak picture, but none have investigated the advocacy role of organized labor for qualified handicapped adults seeking employment or the impact on labor officials' advocacy efforts by operational forces in the world of work. The purpose of this study was to identify the forces which influence labor unions' advocacy efforts for the employment of handicapped individuals. Two research questions were developed: (1) How do identified driving and restraining forces impact on labor union officials' advocacy efforts for qualified handicapped adults? (2) What are the forces which impact on employers' willingness to hire qualified handicapped adults? A case study approach and theoretical collection of data were selected. Two sites were purposefully chosen for their political and social diversities, and a third site was selected for its national perspective. Fifty nine subjects were purposely selected ii from four groups: community advocates, handicapped adults, private sector managers and labor union representatives. Data collection methods were: interviews, observations and document review. Data were inductively analyzed. The data analysis process involved the identification of categories and generalized relations among categories. Mini case studies of each subgroup at each geographical location were developed. Data were further collapsed as these mini case studies were merged to develop a case study of each geographical site. A cross site analysis then was conducted. The multiple comparisons made of the differences and similarities among groups and among communities led to the development of four substantive theories: (1) A restraining force to labor union advocacy for handicapped adults is labor union representatives' failure to recognize that the forces which impact on the handicapped applicant also affect the disabled union member. Lack of knowledge and attitudinal barriers were primary indicators. (2) Attitudinal barriers have a more direct impact on local labor union officials' advocacy efforts than do organized labor's traditional roles and one to one policy. (3) Employers' perceptions of the threat of the federal government's potential for enforcement of Sections 503 and 402 is a primary operational force which impacts on the degree to which federal contractors comply with the federal mandates. (4) Managers' fears of increases in compensation premiums and their belief that handicapped workers are not productive are primary economic and psychological restraining forces. / Ed. D.

The delivery of special education and related services to identified handicapped learners is often a complex and expensive task. Local education agencies (LEAs) are responsible for providing a free appropriate public education to those learners, but have available to them varied options for service delivery. When there are few handicapped learners of a particular category, such as with the lowincidence handicapped, or when there are limited resources, the LEA may decide to deliver services through a regional special education program (RSEP). The Virginia Department of Education (SEA) has encouraged LEAs to become involved in RSEPs because of their potential for providing quality programs at reduced costs to the low-incidence handicapped. By 1985-86, there were nine RSEPs formally recognized by the SEA involving 51 LEAs in the state. To date, no comprehensive study has been conducted regarding the status of RSEPs in Virginia. Such studies had been used in other states to guide policy formation and program planning. The lack of available descriptive data about RSEPs has made planning increasingly difficult for participants of RSEPs and for SEA officers. The author collected data along the dimensions of the four central characteristics of RSEP programs i.e., legal framework, organization, services, and financial factors, as were identified by Stephens (1979a). The data collection methods were also based on Stephens' RSEP studies in other states. The present author's methods included on-site visitations, investigations of SEA and RSEP files, RSEP surveys sent by mail to 168 RSEP participants and SEA officials, and interviews with about one-third of the participants. Results indicated that Virginia's RSEPs were cooperative education associations of voluntarily participating LEAs. Most participants agreed that there was a need for additional clarification of SEA Regulations regarding RSEPs. Organizational structures were very similar among the regional programs; services, staffing patterns, and service delivery systems were varied. Participants were satisfied with the quality of services offered but desired regional programs to offer additional services for certain handicapped groups which were not being served in RSEPs. Factors which participants noted that could be inhibiting RSEP growth in Virginia included: SEA regulations prohibiting RSEP building construction and insufficient finances from the SEA for RSEPs. Funding was mainly provided by state and local sources, but there was disagreement among RSEP participants and SEA officials regarding the adequacy of state funding, and state funding mechanisms for RSEPs. The author recommended that communications be increased between SEA officials and RSEP personnel for greater accountability and better planning capabilities. / Ed. D.

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