No description available.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Children who have complex communication needs often use Augmentative and Alternative Communication (AAC) devices and strategies to address their communication requirements. If they have concurrent physical impairments, they may have difficulty accessing educational materials, especially when manipulation of items is used to enhance learning. This study consisted of three case studies with children who used their own speech generating device (SGD) to control a Lego robot to do math measurement lessons. System use was examined by measuring participant performance in math measurement lessons, describing the process of using the system, and contrasting system use with other methods of accomplishing math measurement activities. The study informed the underlying theories driving the study: that being able to do hands-on activities in learning is beneficial, that integration of AAC and manipulation in educational activities is important, and that assistive robots can bridge the functional gap between participant abilities and activity requirements. The teacher measured participants’ procedural knowledge based on how they manipulated items using the robot. She measured participants’ conceptual understanding, use of appropriate language, and explanation of reasoning based on their communication. The participants used SGD output, non-verbal communication and the robot to communicate. The study showed that manipulation and communication can be interrelated and that having access to both enhanced the participants’ message. Using the robot as a tool in these math lessons had some limitations, but they were easily compensated for by the teacher. The efficiency of using the robot to accomplish tasks was lower than observing the teacher, but there were benefits in terms of effectiveness and participant satisfaction. Stakeholders felt that using the robot was a more effective way for participants to "show what they know" than observing the teacher and guiding her based on her questions. Using the robot also had some perceived benefits in terms of effectiveness as a learning tool with regards to motivation, engagement, and hands-on experience. In general, participants were more satisfied using the robot than watching the teacher do the math activities. However, improving robot task efficiency would further improve user satisfaction and this challenge will be addressed in future studies. / Rehabilitation Science

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Feb. 20, 2007). Includes bibliographical references.

Caregivers of children with chronic illnesses or disabilities face challenges in their various roles as parents and providers of ongoing medical needs that often impact the daily life of the family. Research has shown that many of these caregivers experience emotional distress and psychological maladjustment due to multiple factors associated with being a caregiver. Little research has looked specifically at a unique group of caregivers of children with severe neurodisabilities who require varying degrees of respiratory care including ventilator support. This present study utilized data collected at the Arkansas Center for Respiratory Technology Dependent Children (ACRTDC) outpatient clinic. The data describes the prevalence of caregiver-reported experiences related to general health and psychological adjustment. It was hypothesized that this specific group of caregivers would report relatively high levels of distress related to disability severity and resulting respiratory care management plan. It was further hypothesized that family coping and constructive versus dysfunctional problem-solving styles would be predictive of general and mental health outcomes. Hierarchical regression analyses were used to test these hypotheses. Descriptive statistics revealed that the caregivers reported symptoms that were comparable to those of the general population. Neither demographic variables nor respiratory care management scores were predictive of scores associated with somatic complaints, depressive symptoms, anxious symptoms, general health and mental health. Caregivers differed on criterion variables based on differences in one of the coping subscales that measured social support, self-esteem and psychological stability. This relationship was observed on scores of somatization, depression, general health and mental health, but not with anxiety. Social problem-solving scores accounted for significant variance in scores of caregiver distress above that accounted for by family coping. Only negative problem orientation (NPO) accounted for a significant proportion of variance in scores of caregiver health and well-being. This strong relationship was observed on scores of somatization, depression, anxiety and mental health but not general health. Implications of results and directions for future studies are presented.

Thesis (M.A.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 19, 2008). Includes bibliographical references.

Thesis Ph.D. -- University of Canberra, 2008. / Includes bibliography (p. 84-97) Also available online.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 40-43.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 107-117). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3018385.