Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 80-83).

Thesis (M.S.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1963. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 24-25).

Thesis (M.D.)--University of Hong Kong, 1980. / Also available in print.

During his twelve years of life, T., a gifted boy who was born with severe cerebral palsy, achieved the ability to communicate with "the rest of the world" at an advanced level, though he used facilitated and augmentative communication. The author of this narrative and interpretive study is T.'s father, who maintained a unique dialogue with his son. T. himself volunteered to contribute actively to the study by helping to plan and to edit, and by supplying a number of autobiographical sketches. The pedagogical relationship that existed between T. and his father is prominently featured. The study explores T.'s individual case through thirteen narrative "scenes" (beginning with his birth and ending with his twelfth year), which address various particulars of his lifeworld and his language development. Each narrative scene is followed by two, three, or four interpretive passages, each of which interprets one of seven themes that emerged from T.'s life. The seven themes are: memory, observation, scientific/technological assessment, not foreclosing on the future, integration, communication, and growth. The interpretive passages treat the seven themes at four levels of interpretation: the literal level, the moral level, the allegorical level, and the anagogic level. The attempt is to revive an exegetic practice common in the days before the Enlightenment, Cartesian doubt, and the "mathematical project" (Heidegger, 1993c, p. 293). Following the dictum that "the hermeneutic imagination is not limited in its conceptual resources to the texts of the hermeneutic tradition itself" (Smith, 1991, p. 201), the study borrows from a variety of sources, including Astrology, Waldorf education, and Zen. The reader is offered a direct experience of "the fecundity of the individual case" (Gadamer, cited in Jardine, 1994, p. 143). Emerging, through the thirteen scenes, the seven themes, and the four levels of interpretation, is a unique picture of an exceptional boy's language development. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Seven cerebral palsied children living in the home and their mothers were involved in this study. The mothers attended eight weekly sessions and were instructed in basic nutrition and feeding skill development. A Food and Nutrition Education Curriculum was developed for this instruction. Each of the eight lessons in the curriculum included discussions of nutrition based on the Basic Four Food Groups and the development of a feeding skill. Certain measurements were made before and after the nutrition education intervention to determine the benefits to the cerebral palsied children. These included a 24-hour dietary recall, food frequency check, height and weight measurements and a feeding evaluation. The mothers' nutrition knowledge was determined before and after the nutrition classes by way of a practical nutrition quiz. Nutrient intakes were compared to the 1974 Recommended Dietary Allowances (RDA). Intakes above 67% of the RDA were considered adequate. Energy intakes were compared to a suggested requirement based on height in centimeters. Height and weight measurements were plotted on the National Center for Health Statistics (NCHS) Growth Charts (1976). Five subjects, three girls and two boys fell below the 5th percentile on the NCHS Growth Charts. Intakes of five subjects exceeded two-thirds of the RDA for protein, calcium, iron, thiamin, riboflavin, niacin and ascorbic acid both before and after the nutrition education classes for their mothers. Protein and vitamin A intakes exceeded 100% of the RDA in many cases. The feeding evaluation was divided into three categories: gross motor skills, oral skills and eye-hand coordination. All seven subjects made improvements in the post test. The group as a whole made significant improvements (P <. 05) in gross motor skills. Significant improvements (P <. 05) were made by the mothers as a group in the practical nutrition quiz post test. / Graduation date: 1977

No description available.

No description available.

Despite lack of scientific evidence, hyperbaric oxygen therapy (HBO2) has been used as a treatment for children with cerebral palsy (CP). Recently, a multi-centre randomised, double-blind, placebo-controlled trial assessed the efficacy of HBO2 therapy for children with CP. Using the same cohort, the purpose of this study was to examine the effectiveness of HBO2 therapy on hand function using the Jebsen-Taylor test. All children received 40 treatments over a 2-month period. HBO2 treatments were 60 minutes with 100% O2 at 1.75 atmospheres absolute (ATA). Placebo treatments were also 60 minutes with air (21% O2) at 1.3 ATA. Seventy-eight children with CP, aged 3--12 years completed pre and post hand function assessments. Hand function was evaluated using one quantitative measure (time) and three qualitative measures. There were no significant changes between baseline and follow-up tests for any of the measures, although both experimental and control groups improved ( p = 0.08) their total times for the Jebsen test. The HBO2 group improved by 54.5 seconds (8.8%) while the placebo group improved by 47.8 seconds (7.7%). The results indicate that HBO2 therapy did not enhance the hand function of children with CP.

Thesis (M.S.)--Ohio State University. / Bibliography: leaves 118-128. Available online via OhioLINK's ETD Center