Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains x, 159 p.; also includes graphics. Includes bibliographical references (p. 148-159). Available online via OhioLINK's ETD Center

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vi, 159 p. Includes abstract. Includes bibliographical references (p. 136-145).

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 162-180).

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Judith A. Niemeyer; submitted to the School of Education. Includes bibliographical references (p. 163-181).

Thesis (Ph. D.)--University of Washington, 1986. / Vita. Bibliography: leaves [107]-120.

Thesis (Ph. D.)--University of Washington, 1987. / Vita. Bibliography: leaves 71-80.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 96-102).

Thesis (Ed. D.)--University of West Florida, 2003. / Title from title page of source document. Document formatted into pages; contains 116 pages. Includes bibliographical references.

Attitudes towards persons with disabilities have been a concern for years. This study examined the attitudes of rehabilitation professionals towards persons with disabilities and toward educational accommodation. The attitudes were examined through the collection and analysis of three components of data. The components were included demographics, intensity of disability contact, and attitudes toward education accommodation.

Psychological flexibility has been identified as an important construct within Relational Frame Theory and the examination of third-wave behavioral therapies. While psychological flexibility is defined within the context of relational responding, there is no research that directly assesses its relationship to measures of equivalence. The current study examined the relationship between PEAK Equivalence Pre-Assessment and scores of psychological inflexibility (via the AFQ-Y) in school-aged children with disabilities. Pearson correlations were utilized to examine the relationships between scores on PEAK and the AFQ-Y, as well as to examine the correlations among PEAK subtests. A large negative and statistically significant correlation (r =-.64, p < .05) was found between measures of psychological inflexibility and PEAK equivalence scores. Correlations among PEAK Equivalence Pre-Assessment subtests were line with previous research by Dixon, Belisle, & Stanley (in review), providing additional information for the relationship among measured components of equivalence. These findings have implications for guiding educational and therapeutic intervention, as well as provide additional evidence of the utility of the PEAK Equivalence Module.