Thesis (Ph. D.)--University of Wisconsin--Madison, 2003. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 210-226).

Thesis (Ed. S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2005. / Includes bibliographical references (p. 40-44).

Thesis (Ed. D.)--Illinois State University, 1992. / Title from title page screen, viewed February 7, 2006. Dissertation Committee: Lanny Morreau, Ming-Gon Lian (co-chairs), Mack Bowen, Thomas Caldwell, Barbara Heyl, William Rau, Alan Repp. Includes bibliographical references (leaves 135-148) and abstract. Also available in print.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Carol Anderson Darling, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Sept. 19, 2005). Document formatted into pages; contains xii, 199 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Keith Turner. Vita. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 14, 2005. Dissertation Committee: Ming-Gon John Lian (chair), Keith E. Stearns, Miryam Assaf-Keller, Mark E. Swerdlik, Ray Dembinski. Includes bibliographical references (leaves 94-106) and abstract. Also available in print.

Thesis (Ph. D.)--University of Chicago, School of Social Service Administration, March 2003. / Includes bibliographical references. Also available on the Internet.

Thesis (M.A.)--Georgia State University, 2007. / Title from file title page. MaryAnn Romski, committee chair; Rose A. Sevcik, Lauren B. Adamson, Roger A. Bakeman, committee members. Electronic text (53 p. : ill.) : digital, PDF file. Description based on contents viewed Oct. 17, 2007. Includes bibliographical references (p. 48-53).

M.A. (Psychology) / Please refer to full text to view abstract

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.