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The purpose of the study was to measure and analyze the accessibility of facilities housing programs in Architecture in the North-East and East-Central Regions of the Association of Collegiate Schools of Architecture.The philosophical basis for the study was a theory in Architecture that the environment can teach. Extending the theory to the topic of the study, students of Architecture needed to learn in buildings accessible to the disabled in order to have the best chance of designing accessible buildings in professional practice.The thirty-three sites included in the study were visited between August and November of 1980, after the buildings were required by law to be accessible. The Revised Accessibility Checklist recommended by the Iowa Chapter of the American Institute of Architects was used to gather the data The Accessibility Checklist was based directly on the requirements of Specification 117.1 of the American National Standards Institute. Section 504 of the Rehabilitation Act of 1973 required all facilities to meet the standards established in ANSI Specification 117.1. Data were also gathered regarding design characteristics, including age, style of design, original use, extent of renovation, and context of location, to determine whether accessibility was influenced by specific design factors. Criteria were established in the dissertation to determine whether a building was excellent, good, average, below average, or poor in accessibility to disabled persons.Of the facilities surveyed, three were excellent, three good, three average, twelve below average, and eleven poor in terms of accessibility to disabled persons. Overall, the buildings rated below average. Twenty-three of the thirty-three buildings surveyed, seventy percent, did not comply with Federal accessibility law. Thirty-six percent of the buildings did not have an accessible primary entrance; fifty-two percent of the rest rooms were not accessible; and thirty-two percent of the buildings did not have elevators.Major conclusions regarding design characteristics were: 1) The design characteristic with the greatest influence on accessibility was extent of renovation. 2) Modern buildings rated better than revival structures. 3) Buildings completed since 1960 received higher accessibility classifications than buildings completed earlier. 4) Buildings located in a campus setting received higher classifications than urban structures.Recommendations for specific renovations to the thirty-three facilities surveyed were made for improving accessibility. The study also recommended the American Institute of Architects, the Association of Collegiate Schools of Architecture, and member schools should establish a policy of making teaching facilities accessible to the disabled.

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The purpose of this study was to develop a screening battery that could be used as a pre-referral method of identifying students in need of formal assessment for special education services. Further, the battery was designed to provide guidance regarding what classification should be specifically explored in assessment. The screening battery under study included measures of phonological proficiency, self-concept, social perception, and moral reasoning. These variables were measured by the G-F-W Sound-Symbol Tests (Spelling of Sounds Subtest) (Goldman, Fristoe, & Woodcock, 1974), the Self-Perception Profile for Children (Harter, 1985), My Classmates and Me (a sociometric instrument), and the Moral Reasoning Scale for Children (Daniel, 1992). Research has demonstrated that the constructs measured by these instruments are related in differential degrees to classification status of students.Battery scores of 104 subjects (mean age=10.3 years) were cluster analyzed using Ward's method. Once distinct profiles were identified, they were compared to behavioral and educational histories of subjects to determine if the patterns were related to pre-determined classifications. Step-wise discriminant function analyses were conducted using measures of cognitive ability, reading achievement, emotional adjustment and attention as discriminatingvariables in an effort to externally validate the cluster solution.Cluster analysis of the four battery components yielded four clusters with distinctive profiles. Pair-wise comparisons of the four clusters indicated each was significantly different from the others based on performance on the screening battery (p<.001). These groups were identified as: Low Achievement, Pervasive Dysfunction, Normal, and Low Cognitive Ability. Although these cluster groups were not found to be strictly parallel to previously identified classifications, they were differentiated to varying degrees on several dimensions identified through discriminant analyses.The "Normal Group" was adequately differentiated from the other three groups on external validation indices. This suggested that the screening battery, which was used to establish groups, could predict the need for special education services of the subjects in the non-normal groups. / Department of Educational Psychology

This paper develops a Bayesian ordinal regression model for the maladaptive subscales of the Inventory for Client and Agency Planning (ICAP). Because the maladaptive behavior section of the ICAP contains ordinal data, current analysis strategies combine all the subscales into three indices, making the data more interval in nature. Regular MANOVA tools are subsequently used to create a regression model for these indices. This paper uses ordinal regression to analyze each original scale separately. The sample consists of applicants for aid from Utah's Division of Services for Persons with Disabilities. Each applicant fills out the Scales of Independent Behavior"”Revised (SIB-R) portion of the ICAP that measures eight different maladaptive behaviors. This project models the frequency and severity of each of these eight problem behaviors with separate ordinal regression models. Gender, ethnicity, primary disability, and mental retardation are used as explanatory variables to calculate the odds ratios for a higher maladaptive behavior score in each model. This type of analysis provides a useful tool to any researcher using the ICAP to measure maladaptive behavior.

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