The purpose of this study was to examine the relationship among measures of cognitive functioning, adaptive behavior, and language acquisition for a referred preschool population. The subjects were 115 preschoolers (75 boys and 40 girls) under the age of 6 years who had received a psychoeducational battery of tests for either suspected learning difficulties, emotional problems, or attention disorders. This data was collected from the archival records in a children's hospital.Pearson product moment correlations were used to examine the relationship among measures of cognitive functioning, adaptive behavior, and language acquisition. Correlation matrices were formulated to investigate the relationship.Three groups were delineated dependent on the instrument used to assess the preschoolers: Group 1 received the Bayley Intelligence Scale for Children and the Wisconsin Adaptive Behavior Scale; Group 2 received the Bayley Intelligence Scale for Children and the Vineland Adaptive Behavior Scale; and Group 3 received the Stanford-Binet LM, the Vineland, and the Preschool Language Scale.The correlations obtained in Group 1 were all statistically significant (p<.01); these correlations for cognitive functioning and adaptive behavior were the highest of all the three groups. In fact, considerably higher than might be predicted after the review of the literature that contends that cognitive functioning and adaptive behavior are separate yet related constructs. Moderate correlations between cognitive functioning and adaptive behavior were found for the other two groups in alignment with earlier studies.In examining cognitive functioning and adaptive behavior for this referred preschool population it seems that the relationship changes as the child gets older. This study was not longitudinal; however, a greater separation of the constructs of cognitive functioning and adaptive behavior existed for the older child in this sample.In addition to examining the relationship between cognitive functioning and adaptive behavior, this study also looked at language acquisition in relationship to cognitive functioning and adaptive behavior. Statistically significantly high correlations were found for cognitive functioning and language acquisition for this study. The Preschool Language Scale Expressive subdomain was slightly more highly correlated with the Stanford-Binet LM than the Preschool Language Scale Receptive subdomain. This is consistent with the Vineland's Expressive subdomain correlating higher with the Stanford-Binet LM than the Vineland's Receptive subdomain. This suggests the age of the child has something to do with measuring language acquisition in the areas of receptive and expressive language.Given the moderate to high correlations for cognitive functioning, adaptive behavior, and language acquisition for this referred preschool population, it was concluded that measures of adaptive behavior and language acquisition assess constructs similar, yet distinct to cognitive functioning. Therefore, they are both valuable components in comprehensive assessment especially of children "at-risk". / Department of Educational Psychology

The purpose of this study was to examine how participation in an academic and behavioral remediation summer camp impacts broad adaptive behavior in children with autism spectrum disorders. Adaptive behavior was measured by administering the Adaptive Behavior Assessment System, Second Edition (ABAS-II; Harrison & Oakland, 2002) to the parents of a sample of 23 children whose ages ranged from 5 years, 10 months to 11 years, 4 months. Adaptive behavior was assessed prior the beginning of camp and again during the last week of camp. Repeated measures ANOVA and repeated measures MANOVA were conducted to assess whether significant changes in adaptive behavior were observed. Results from these analyses indicated statistically significant changes in adaptive behavior were not observed, but the MANOVA indicated there was a significant interaction between time and gender. Although significant improvement in adaptive behavior was not observed, there also were no significant decreases in adaptive behavior. Additionally, clinical significance was assessed using reliable change indexes (RCI). These analyses suggested most children did not exhibit clinically significant changes in adaptive behavior. Results also were mixed with three children reportedly exhibiting clinically significant increases and two children reportedly exhibiting clinically significant decreases in adaptive behavior. Suggestions for future research include using a control or comparison group, obtaining larger sample size, using multiple measures of adaptive behavior, and obtaining observations of adaptive behavior from multiple sources. / Department of Special Education

This thesis presents an adaptive and reconfigurable mobile robot: the Dual Mobile Robot (DMR). It is driven by two adaptive track-wheel driving modules that combine wheels and tracks to allow real-time interchangeability according to terrain condition. The DMR can automatically convert from a wheel-based robot into a track-based robot by rotating the track-wheel driving modules by 90 degrees, either only tracks or wheels contact with the ground without any interference. It can be driven as a wheel-based robot when operating over a paved road to achieve higher speed and low energy consumption, and as a track-based robot over uneven terrain. In addition, unlike most state-of-the-art mobile robot designs that have an integrated architecture, this design provides a modular architecture which allows modifications and upgrades to be performed via simple replacements or local changes of modules. To establish the modular architecture, this research utilized a unique design paradigm, “Design for product adaptability”. A function-based design process for product adaptability has been conducted in the conceptual design stage. By following the design process, two types of design alternatives of the DMR have been created. After the best product configuration was chosen through evaluation and prioritization, the selected configuration has been implemented by detail design. The DMR prototype was developed and tested to demonstrate its adaptability and advanced mobility functions in real-world environments. The experimental results successfully validated the hypothesis of the proposed robot with its track-wheel interchangeable ability, significantly exceeding the capability of other existing systems.

This thesis presents an adaptive and reconfigurable mobile robot: the Dual Mobile Robot (DMR). It is driven by two adaptive track-wheel driving modules that combine wheels and tracks to allow real-time interchangeability according to terrain condition. The DMR can automatically convert from a wheel-based robot into a track-based robot by rotating the track-wheel driving modules by 90 degrees, either only tracks or wheels contact with the ground without any interference. It can be driven as a wheel-based robot when operating over a paved road to achieve higher speed and low energy consumption, and as a track-based robot over uneven terrain. In addition, unlike most state-of-the-art mobile robot designs that have an integrated architecture, this design provides a modular architecture which allows modifications and upgrades to be performed via simple replacements or local changes of modules. To establish the modular architecture, this research utilized a unique design paradigm, “Design for product adaptability”. A function-based design process for product adaptability has been conducted in the conceptual design stage. By following the design process, two types of design alternatives of the DMR have been created. After the best product configuration was chosen through evaluation and prioritization, the selected configuration has been implemented by detail design. The DMR prototype was developed and tested to demonstrate its adaptability and advanced mobility functions in real-world environments. The experimental results successfully validated the hypothesis of the proposed robot with its track-wheel interchangeable ability, significantly exceeding the capability of other existing systems.

Many historically disadvantaged South Africans are entering into universities, where they are expected to perform academically not only to secure themselves a continued place at university, but also to secure themselves a place in the competitive job-market post university. Not only have these individuals been disadvantaged by an inferior schooling system, which is the legacy of apartheid, but they also struggle against the grasp of poverty, attempting to sustain themselves financially in order to afford the necessities for their survival, while still attempting to cope academically. Resilience has been presented as a process that helps individuals deal effectively with stressful events and adverse conditions. An attempt is therefore made to investigate whether resilience plays this role in the experience of disadvantaged students at university, where academic performance and adjustment represent the expected measures of coping. The aim of the study was therefore to explore the role of resilience constructs in the relationship between socio-economic and demographic variables and academic coping. The study is based within the broad framework of Psychofortology, which is the science of psychological strengths. The resilience constructs used included fortitude (measured by the Fortitude Questionnaire), hardiness (measured by the Personal Views Survey) and sense of coherence (measured by the Sense of Coherence Scale). Demographic variables included age, sex, language, town (urban/rural), with household income as an indicator of socio-economic status. Academic coping (outcome) was measured using students&rsquo / academic performance (average grade) and their adjustment to university (measured by the Student Adaptation to College Questionnaire). Participants included 164 third year Psychology students from the University of the Western Cape. Results indicate statistically significant relationships between various demographic and resilience variables / between various demographic and outcome variables / and between various resilience and outcome variables. Resilience variables were also found to play a role in the relationship between demographic and outcome variables, as various resilience variables emerged as significant predictors of outcome variables, or as having either direct, moderating, mediating or indirect effects on the relationship between demographic and outcome variables. Research suggesting the health-sustaining and stress-reducing (buffering) roles of resilience constructs, as well resilience constructs as influencing the perceptions of adverse conditions or stressors is therefore supported by these findings. Limitations of the study were also discussed, as well as recommendations for future research put forward.

Thesis (M.G.S.)--Miami University, Dept. of Sociology and Gerontology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 81-84).

Thesis (Ph.D.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.Sc.) - Carleton University, 2002. / Includes bibliographical references (p. 86-114). Also available in electronic format on the Internet.

Thesis (M.S.)--University of Michigan, 1992.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1992.