Thesis (Ed. D.)--West Virginia University, 1998. / Title from document title page. "October 23, 1998." Document formatted into pages; contains x, 196 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 127-136).

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The purpose of this study was to determine the effects of a behavioral training package (delay, instruction, prompting, modeling, and social reinforcement) on the conversational competence of the trainable mentally handicapped. Three conversational skills were categorized and analyzed as discrete language behaviors that had functional value to a conversational partner. These language behaviors included initiating conversation, cueing the listener to speak, and responding appropriately. Language behavior that was nonfunctional with regard to the progression of the conversation was recorded. The three subjects in the study included one male and two female moderately mentally handicapped adolescents (ages 18, 17, and 12, respectively). The training and all conversational recording sessions took place in a public school within a laboratory setting resembling a small lounge. Training on a one-to-one basis occurred four times a week, in 20 minute sessions, for 9 weeks. A single subject reversal design (A-B-A-B) was used to demonstrate the effects of training on the targeted behaviors. Data were recorded during 5-minute conversational sessions between one adult and each subject for the four phases of the study (baseline, training, second baseline, and second training). Results indicated a general increase in all targeted behaviors (initiating, cueing, and appropriate responding), and a concomitant decrease in nonfunctional language behavior. The skill of responding appropriately was determined by the units of information provided per response, and not by frequency of response or duration. This behavior, as well as nonfunctional language behavior, did not show a reverse trend when treatment was suspended. A pre- and posttraining generalization measure was employed to test treatment effects on conversational competence with two unfamiliar adults of normal intelligence. One adult was instructed to facilitate the conversational skills of the mentally handicapped subject (allowing ample time for a response and asking open-ended questions). The other adult was instructed to act as a nonfacilitator (dominating the conversation). Findings were compared between pre- and posttraining conditions and between conversations with each adult. Posttraining conversations with unfamiliar adults of normal intelligence reflected treatment effects in only a few isolated instances. For the most part, training effects were not generalized.

The integration of students with an intellectual disability has been a long standing issue and goal in special education. It is usually assumed that such educational integration will terminate following completion of high school. There are examples however, where persons with an intellectual liability have participated in higher education. One example of an integrated program has been implemented at a junior college in Ste. Anne de Bellevue, Quebec. This is a work-study type of program in which students 18-21 years of age follow a specific curriculum in the closed classroom and also participate in certain regular college classes, including physical education. / The purpose of the present study was to investigate this unique program with particular emphasis on physical education. More specifically, it was the intent to measure the perceptions of persons directly involved with the program on such variables as social acceptance, social interaction, self-concept, motor performance, peer performance, attitude, expectations, and perceptions. A questionnaire was distributed to subjects in four groups: students, peers, physical educators, and parents. Mean response scores from each group were reported for each variable. Results indicated a general positive perception regarding the integrated program from all groups.

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 14, 2006. Dissertation Committee: Lanny Morreau (chair), Patricia Klass, Robert Hemenway, Robert Heiny. Includes bibliographical references (leaves 134-153) and abstract. Also available in print.

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by Ng Poon Yung Fong. / Bibliography: leaves [121-135] / Thesis (M.S.W.) -- Chinese University of Hong Kong, 1982

Current language theory focuses on how a person communicates within a context (Bates, 1976a). A person's communicative competence depends on how effectively she translates her cognitive and social knowledge into linguistic forms to interact in the specific situation, following pragmatic rules (Prutting, 1982b). Thus, in order to assess a person's language ability accurately, the clinician needs to assess pragmatic skills as well as cognitive, social, and linguistic skills. A person's pragmatic development culminates in the ability to participate in a conversation (Rees, 1978).

This study compared the effects of two methods of instruction on the mathematical algorithms for solving linear equations employing as participants high school students identified as having mild-mental handicap. The students received instruction on the mathematical algorithms for solving linear equations. Implementing a multielement design, the participants were taught with different methods on a random schedule, alternating between using manipulative materials and not using them. Correct response data from daily criterion-referenced tests were tabulated and graphed to allow visual inspection of both treatment effects. Comparisons were made to determine solve linear equations seen by the increase in test scores from the baseline data on each student's graph. The method using manipulative materials was shown to have a greater effect on the female participant. / Department of Special Education

Thesis (Ph. D.)--University of Toronto, 2005.