Thesis (M.S.W.)--University of Hong Kong, 1992.

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

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

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

published_or_final_version / Social Work / Master / Master of Social Work

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

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

Since the mid-1980¡¦s, the delivery of social welfare services in developed countries has follwed a diversification trend. The method of ¡§government-institued, privately operated¡¨ social welfare services represnets one that has received higher approval and been used more widly. The ¡§government-instituted, privately operated¡¨method combines government and private resources to create social welfare service institutions that are otherwise less likely accomplished by either the government or the private sector alone. This should be a good policy of social welfare services, but in the wake of the differences in the position and role perspective of the two cooperating parties, division of labor between the government sector and the private sector and expectation and collateral interactions between the two parties show differences. Moreover, previous studies focused on the investigation into the interactions between the government and the private sector; they rarely dealt with how the service receivers in the ¡§government-instituted, privately operated¡¨ policy feel about the services. Third, previous studies also paid more attention to the discussion of the interactions between central government and nonprofit organizations at the national level. This study focueses on the interactions between local governments that are disadvantaged as far as resources available to them are concerned and regional small nonprofit organizations. This artcle is an explorative case research on ¡§A Family Workshop,¡¨ a ¡§government-instituted, privately operated¡¨ institution. The reseatcher conducted in-depth interviews on the Labor Bureau of Kaohsiung County government, Fire Phoenix Cultural and Educational Foundation, and the physically, mentally handicapped students in the workshop, and conducted related literature review so as to obtain depth discovery of the conducted related literature review so as to obtain depth discovery of the interactions between the three parties. Finally, the researcher put forth policy suggestions related with three aspects: government policy, assisting interactions, and support.

Thesis (M.S.W.)--University of Hong Kong, 1986.