Global ETD Search

91	The effects of motivating operations on challenging behavior, communication intervention, and generalization Davis, Tonya Nichole, January 1900 (has links) Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.
92	Factors influencing transition from early intervention / Pinnock, Nina June. January 2003 (has links) Thesis (Ph. D.)--University of Rhode Island, 2003. / Typescript. Includes bibliographical references (leaves 82-88).
93	An investigation of the factors related to direct care staffs' knowledge of effective instructional strategies for people with developmental disabilities Cook, Craig A. January 2009 (has links) Thesis (Ph.D.)--University of Central Florida, 2009. / Adviser: Lawrence Martin. Includes bibliographical references (p. 159-166).
94	Effective ministry with deaf and developmentally disabled adults Harden, L. A. January 2000 (has links) (PDF) Thesis (M.A.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 90-93).
95	Implicit learning in typical development and children with developmental disorders Barnes, Kelly Anne. January 2008 (has links) Thesis (Ph.D.)--Georgetown University, 2008. / Includes bibliographical references.
96	Effective ministry with deaf and developmentally disabled adults Harden, L. A. January 2000 (has links) Thesis (M.A.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 90-93).
97	Effects of differential consequences on responding in the analog functional analysis Hedrick, Theresa M. V. January 2005 (has links) Thesis (M.S.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains iii, 33 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 23-26).
98	Developmentally disabled older adults in Georgia rural, metropolitan, and urban long term housing availability / Cermak, Tracy. January 2009 (has links) Thesis (M.A.)--Georgia State University, 2009. / Title from title page (Digital Archive@GSU, viewed July 29, 2010) Ann Pearman, committee chair; Erin Ruel, Dennis Thompson, committee members. Includes bibliographical references (p. 73-81).
99	How we come to process 'what' and 'where' in our visual environment insights from typical and atypical developmental populations / Paul, Brianna Michelle. January 2007 (has links) Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2007. / Title from first page of PDF file (viewed June 4, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
100	Comparison of parental perception and therapist interpretation of child's performance of the Peabody Fine Motor Scale Belote, Martha Gene 07 March 1994 (has links) Public Law 102-119 (Individuals with Disabilities Education Act of 1991), mandates that family members, if they wish, participate in developing a plan of treatment for their child. Traditionally, therapist have not relied on parental assessments based upon the assumption that parents overestimate their child's abilities. The present study compared parental perceptions about the developmental status of their child's fine motor abilities to the therapist's interpretation of a standardized assessment using the Peabody Developmental Motor Scale (Fine Motor). Thirty seven children, enrolled in an early intervention program, and their parents were recruited for the study. The results indicated that the parents and the therapist estimates were highly correlated and showed no significant differences when paired t-tests were computed for developmental ages and scaled scores. However, analyses of variances were significantly correlated for gender and number of siblings. Developmentally disabled children Parents of children with disabilities Occupational Therapy

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