Students with autism spectrum disorder (ASD) have challenges with communication, social interactions, and behavior, which can limit their functioning in school settings. They need to have functional communication skills to access the curriculum and have their needs met across all social environments. Special education teachers often experience barriers to successful implementation of augmentative and alternative communication (AAC) interventions appropriate for these students. The purpose of this case study was to understand how special education teachers experience AAC intervention processes, and illuminate the conditions for effective AAC implementation. A qualitative case study was conducted using interviews from 6 credentialed special education teachers who worked with ASD students for a minimum of 2 years in a school district in a western state. Coding and thematic analysis of data from interviews and work journals was conducted using Ely's condition of change theory as a framework. Findings for teachers' perspectives of conditions needed to successfully implement an AAC intervention reflected the need for more time, resources, knowledge and skills, and investment from stakeholders. Recommendations included provision of resources to special education teachers for autism specific materials, on-going autism specific training and assistance, additional time for preparation and related duties necessary for working with these students. Future research on overall strengthening of AAC interventions and overcoming challenges for change is needed. Results of this study might assist schools in empowering ASD students by facilitating their functional communication skills, involvement, learning and academic opportunities across social environments.

Promoting Alternative Thinking Strategies (PATHS) is an intervention program for children with behavioral and emotional deficits, designed for use, and shown to be effective when used in the classroom a minimum of 3 times per week. However, in some settings, as in the current study, PATHS is being used just once per week. The purpose of this quantitative study was to determine whether PATHS was beneficial in helping elementary school aged children improve their behavioral and emotional health when implemented once per week in a group therapy setting. PATHS was developed based on cognitive behavioral theory, which focuses on improving internalizing symptoms of mental health disorders (thoughts) as well as the externalizing symptoms (behaviors). A one-way, repeated measures ANOVA was utilized to analyze archival data of 193 scores, collected over a single school year. Results indicated that elementary school aged children who received PATHS once per week in a group setting showed a decrease in aggression and disruptive behaviors, and an increase in concentration and attention as well as social and emotional competence. Social change implications could involve the results of the study informing how we might promote overall emotional and behavioral well-being in children. At the organizational level, the expansion of the use of PATHS at reduced costs and time within other settings will extend these benefits to more children with behavioral and emotional deficits. Future studies are suggested to examine further the effectiveness of PATHS when implemented in other programs and alternative ways.

<p>With the increasing prevalence of chronic disease throughout the world, electronic Personal Health Records (ePHRs) have been suggested as a way to improve chronic disease self-management. However, ePHRs are not yet widely used by consumers. Protection Motivation Theory (PMT) has been successfully used to explain health related behaviours among chronic disease patients. In addition, Information Systems (IS) theories such as Task Technology Fit (TTF) have been successfully used to explain information technology adoption. This study combines PMT with Perceived Task Technology Fit (PTTF) and the health self-management readiness concept of the Patient Activation Measure (PAM) to propose a research model which will aid in the understanding of ePHR adoption by chronic disease patients. The role of educational interventions on various elements of the proposed model is also examined. A survey-based study of 230 participants is used to empirically validate the proposed model via structural equation modeling techniques. Results reveal that the PMT constructs, as well as PTTF and PAM all have significant direct or indirect effects on the intention to adopt an ePHR. In addition, the educational intervention analysis indicates that the provision of advanced ePHR education positively influences various constructs in the model, while the use of fear appeals through Diabetes complication education does not have an effect.</p> / Doctor of Philosophy (PhD)

No description available.

Contexte : L'accompagnement des personnes avec autisme, en France, fait l'objet de recommandations de bonne pratique de la Haute Autorité de Santé soutenues actuellement par le plan autisme 2013-2017. Selon ces recommandations, les approches développementales, cognitives et comportementales sont centrales et des travaux de recherche encore indispensables. Objectif : Cette recherche doctorale se focalise sur les stratégies psycho-éducatives utilisées par différents établissements médico-sociaux accueillant des personnes avec autisme d'âges, de profils de développement et de comportement différents. Il s'agit d'analyser l'impact de ces stratégies sur le développement psycho-éducatif, l'évolution socio-adaptative et les comportements autistiques de ces personnes sur une période de 3 années. Hypothèse : Nous postulons que les trajectoires développementales des compétences cognitives et socio-adaptatives ainsi que les comportements autistiques sont déterminés par la qualité de mise en œuvre des interventions psycho-éducatives, indépendamment de l'âge et du degré de sévérité d'autisme des personnes avec TSA. Méthodologie : Participants : Notre population de recherche se compose de 158 personnes avec autisme, enfants (N = 34), adolescents (N = 19) et adultes (N = 105), accompagnées dans différents établissements médico-sociaux (principalement en Normandie mais également dans le Grand-Est) et qui bénéficient toutes d'un accompagnement relevant de l'intervention Psycho-Educative. Outils de mesure : - Les trajectoires développementales sont déterminées à partir de l'évaluation régulière du développement psycho-éducatif et socio-adaptatif des participants, sur une période de 3 ans. Cette évaluation est réalisée à l'aide de la Vineland-II et du PEP-3, l'évaluation complémentaire des comportements autistiques est réalisée à l'aide de l'ECAR-T. - Pour évaluer la qualité de la mise en œuvre des accompagnements sur le terrain des institutions, nous avons construit une échelle originale d'évaluation des Modalités d'Intervention Psycho-Educatives (MIPE) qui permet d'une part de déterminer les actions mises en place par les institutions partenaires et d'autre part d'objectiver un niveau d'implantation concret des Stratégies Psycho-Educatives étudiées. Analyse des données : Le traitement statistique des différentes données recueillies vise à valider la MIPE et à estimer l'impact des interventions et de leurs caractéristiques sur les trajectoires développementales. Résultats : Les résultats mettent en évidence la validation de l'échelle MIPE qui permet d'objectiver le niveau d'implantation des Stratégies Psycho-Educatives. D'autre part, l'analyse des différents résultats souligne la pertinence des interventions proposées auprès de notre population de recherche, indépendamment de l'âge des personnes accompagnées et du degré de sévérité de leur autisme. Conclusion : la recherche met en évidence non seulement la pertinence des interventions psycho-éducatives ainsi que leurs modalités de déploiement auprès des personnes avec autisme vivant en institution, quel que soit leur âge (enfants, adolescents, et adultes), mais également l'importance des caractéristiques de leur mise en œuvre. / Backgroud : The treatment of people with autism, in France, is the subject of recommendations of good practices published by the High health authorities, those are actually supported through the autism plan 2013-2017. According to those recommendations, developemental, cognitive and behavioral approachs are central and research works still essential. Objective : This doctoral reseach is focusing on psycho-educational strategies used by different medico-social institutions on ASD people of various developemental profils and various behaviors. The purpose is to analyse the impact of those strategies on psycho-educational development, socio-adaptative evolution and autistic behaviors over a period of three years. Hypothesis : We assume that developmental trajectories on cognitives and socio-adaptatives abilities as well as on autistic behaviors are determined by the implementation quality of the psycho-educational interventions, regardless the age range and the autism severity degree of people with autism. Methodology : The population studied in this research comprehends 158 people with autism, children (N=54), teenagers (N=19) and adults (N=105). They all received psycho-educational interventions in differents specialised instituitions (Mainly in Normandy, some in the Great Est). Research tools : - The developmental trajectories have been determined on the basis of regular psycho-educational and socio-adaptatif évaluations during a three years period, with VINELANDII and PEP3. In addition, the ECAR-T has been used to evaluate autistic behaviors. - To evaluate the implementation quality of treatments into the institutions, we built an original evaluation scale measuring the psycho-educational intervention properties. This tool enables to determine actions in place inside institutons, and to make objective measurements about the actual implantation level of psycho-educational programs into those institutions. Data processing : The data process aims to validate the MIPE. It will also be used to estimate the impact of interventions and their characteristics on developmental trajectory. Findings : Results enable to validate the MIPE scale, which makes objective measurements about the actual implantation level of psycho-educational programs. Data process also emphasizes the relevance of the approach offered to our population sample, regardless the age range and the autism severity degree. Conclusion : The outcoume of this study demonstrate not only the relevance of psycho-educational intervention and their display modality for people with autism living in institution, regardless their age (children, teenager, adults), it also highlighs the importance of their implementation characteristics.

La durée du séjour pour des soins pédiatriques hospitaliers est de plus en plus courte ce qui a pour conséquence que des soins sont prodigués en soins ambulatoires ou à la maison. Les infirmières en soins ambulatoires doivent réaliser des interventions éducatives en vue de préparer les familles à administrer certains soins à l’enfant. Le but de cette étude était d'explorer les éléments contraignants et facilitants les interventions éducatives d’infirmières oeuvrant en soins ambulatoires d’un centre hospitalier universitaire pédiatrique. Le Modèle de Partenariat Humaniste en Santé (MPHS) a été utilisé comme perspective disciplinaire, alors que le modèle d'une intervention éducative en matière de santé de Ndengeyingoma et al. (2017) a guidé cette étude par la mise en évidence des moments éducatifs charnières. Utilisant une approche qualitative et un devis descriptif exploratoire, cette étude a permis d’explorer la perception de sept infirmières (n=7), et ce, dans leur milieu naturel. Les méthodes de collecte de données qui ont été utilisées sont le questionnaire sociodémographique, l’entrevue semi-structurée, le journal de bord et la validation du sommaire des entrevues. Les résultats de cette recherche ont permis d’identifier quatre grandes catégories d’éléments contraignants et facilitants les interventions éducatives d’infirmières oeuvrant en soins ambulatoires d’un centre hospitalier universitaire pédiatrique, soit 1) le rôle de l’infirmière, 2) la famille, 3) la gestion des ressources humaines et matérielles, et 4) les stratégies éducatives. Cette étude apporte un nouvel éclairage quant aux connaissances déjà existantes sur la pratique clinique des infirmières en soins ambulatoires, particulièrement au niveau des interventions éducatives réalisées auprès des familles qui doivent apprendre à prodiguer des soins à la maison. Ces résultats offrent d’abord une meilleure compréhension de la pratique clinique d’infirmières en soins ambulatoires, en plus de faire avancer l’état des connaissances sur les soins ambulatoires. Ensuite, elle permet de mieux comprendre la réalité des familles, de proposer des stratégies afin d’améliorer les interventions éducatives réalisées auprès d’elles, de proposer des avenues de recherche prometteuses, de dégager des pistes de développement pour la formation infirmière dans une approche d’amélioration continue, de conscientiser les gestionnaires de soins ambulatoires pour une gestion efficiente des soins et services de santé offerts en soins ambulatoires. / The care previously provided in hospitals to the family, has been redirected to the home. Before returning home, the family must learn how to provide the care required by the child's illness. Ambulatory care nurses carry out educational interventions to prepare families for these new responsibilities. The aim of this study was to explore the constraining and facilitating elements of the educational interventions of nurses working in ambulatory care in a pediatric university hospital center. The Humanistic Partnership Model in Health Care (HPMHC) was used as a disciplinary perspective, while the model of a health education intervention by Ndengeyingoma et al. (2017) guided this study by highlighting key educational moments. Using a qualitative approach and an exploratory descriptive design, this study explored the perception of seven nurses (n = 7), in their natural environment. The data collection methods used were the socio-demographic questionnaire, the semi-structured interview, the logbook and the validation of the interview summary. The results of this research made it possible to identify, in four main themes, the constraining and facilitating elements of the educational interventions of nurses working in ambulatory care of a pediatric university hospital center, namely 1) the role of the nurse, 2) the family, 3) the management of human and material resources, and 4) educational strategies. This study sheds new light on the already existing knowledge on the clinical practice of ambulatory care nurses, particularly at the level of educational interventions carried out with families who must learn to provide care at home. These results first provide a better understanding of the clinical practice of ambulatory care nurses, in addition to advancing the state of knowledge on ambulatory care. Then, it makes it possible to better understand the reality of families, to recommend approaches to improve the educational strategies carried out with families, to propose other promising avenues of research, to identify interesting avenues for nursing training and, in a continuous improvement approach, to make ambulatory care managers aware of the efficient management of health care and services offered in ambulatory care.

The aim of this study was to investigate the effectiveness of School Intervention Teams (SITs) in assisting learners with Special Educational Needs (SEN) at community junior secondary schools (CJSS) in Botswana. This case study was guided by the cultural-historical theory on cognitive development by Lev Vygotsky and Bill Hettler’s theory on wellness dimensions. The study used mixed research approach which combined qualitative and quantitative method. The data collection instruments used included questionnaires which were completed by members of SITs, semi-structured oral interview which was specifically planned for SIT coordinators and lastly, document analysis. This research task was carried out under the permission of University of South Africa (UNISA) Ethics Clearance Committee and Ministry of Education and Skills Development (Botswana). Letters of consent were obtained from the school heads, SIT coordinators and members of SIT in the sampled community junior secondary schools (CJSS). The findings of this study showed that the effectiveness of SIT is dependent upon availability of positive attitude and support towards Inclusive Education by school management team, teachers, parents, external stakeholders (Botswana examinations Centre, Central Resource Centre, Principal Education Officers for Special education). Effectiveness of SIT is also enhanced by availability of resources such as teaching learning aids, office and classroom for remediation of the identified learners. Therefore, there is still a great gap between special education recommendation and their implementation in CJSS in Botswana and this hinders the effectiveness of SITs. / Inclusive Education / M. Ed. (Inclusive Education)

No description available.

The aim of this study was to investigate the effectiveness of School Intervention Teams (SITs) in assisting learners with Special Educational Needs (SEN) at community junior secondary schools (CJSS) in Botswana. This case study was guided by the cultural-historical theory on cognitive development by Lev Vygotsky and Bill Hettler’s theory on wellness dimensions. The study used mixed research approach which combined qualitative and quantitative method. The data collection instruments used included questionnaires which were completed by members of SITs, semi-structured oral interview which was specifically planned for SIT coordinators and lastly, document analysis. This research task was carried out under the permission of University of South Africa (UNISA) Ethics Clearance Committee and Ministry of Education and Skills Development (Botswana). Letters of consent were obtained from the school heads, SIT coordinators and members of SIT in the sampled community junior secondary schools (CJSS). The findings of this study showed that the effectiveness of SIT is dependent upon availability of positive attitude and support towards Inclusive Education by school management team, teachers, parents, external stakeholders (Botswana examinations Centre, Central Resource Centre, Principal Education Officers for Special education). Effectiveness of SIT is also enhanced by availability of resources such as teaching learning aids, office and classroom for remediation of the identified learners. Therefore, there is still a great gap between special education recommendation and their implementation in CJSS in Botswana and this hinders the effectiveness of SITs. / Inclusive Education / M. Ed. (Inclusive Education)

Although the development of critical thinking in students is not an easy task, it is becoming increasingly more vital. Students need to be able to think critically to thrive in the 21st century workplace. The auditor of the future must adapt to a fast-changing, technologydriven world where critical thinking capabilities provide the ability to solve unstructured problems, analyse and interpret information, make informed decisions and interrogate information. With claims that the auditing profession is not delivering entry-level chartered accountants with the necessary skills and competencies to truly add value to auditing clients, the onus is on educators to develop critical thinking in their students. As critical thinking is a complex concept with multiple dimensions, imparting this skill to students is an intricate process. Technology-based educational interventions which include simulations, virtual reality and games can provide effective platforms for developing critical thinking. However, educators are often hesitant to use these technologies and uncertain how to instill critical thinking in students. It is therefore clear that educators need guidance and require a robust, holistic framework for critical thinking development through technology-based educational interventions. The primary objective of this study was to propose such a conceptual framework that would provide guidance to educators in addressing the growing need for auditors with welldeveloped critical thinking capabilities. To arrive at this conceptual framework, more insights into the conceptualisation and development of critical thinking were required. These insights set the foundation for a preliminary, literature-based, conceptual framework. To validate the concepts and relationships proposed in this preliminary framework and to provide insights into additional concepts and relationships, the perspectives of three groups of participants were obtained using an Interactive Qualitative Analysis (IQA) design. Concepts in the final conceptual framework included studentrelated factors, educator-related factors, design and development considerations, technology-based enabling tools, collaboration among stakeholders and disciplines, the learning process, ethics, globalisation, auditing content, critical thinking and other learning outcomes associated with critical thinking, constructivism and characteristics of critical thinking instruction. The end product is a novel, integrated and robust conceptual framework aimed at the development of critical thinking in auditing students through technology-based educational interventions. This framework provides a structure to the complex nature of critical thinking development. The acquisition of critical thinking capabilities is, however, not a once-off, linear event. The framework and its individual concepts and relationships should thus be seen as part of a continuous process of critical thinking growth. / Hoe moeilik dit ook al mag wees om studente te leer om krities te dink, dit word toenemend noodsaaklik. In die 21e eeu vereis die werkplek immers kritiese denke van studente. Die aspirantouditeur moet by ʼn snel veranderende, tegnologies gedrewe wêreld kan aanpas deur krities te dink om ongestruktureerde probleme op te los, inligting te ontleed, te vertolk en te betwyfel, en om ingeligte besluite te neem. Aangesien ouditeursfirmas kla dat jong geoktrooieerde rekenmeesters nie oor die nodige vaardighede beskik nie, het opvoeders die verantwoordelikheid om studente krities te leer dink. Omrede kritiese denke ʼn komplekse konsep met veelvuldige fasette is, is dit ʼn heel ingewikkelde proses om studente daarmee toe te rus. Tegnologiese onderrigintervensies deur onder meer nabootsings, virtuele werklikhede en speletjies kan hierin van groot nut wees. Opvoeders aarsel egter om hierdie tegnologieë aan te wend, en daarby is hulle onseker hoe om kritiese denke by studente in te skerp. Opvoeders het ongetwyfeld leiding hierin nodig, en ʼn stewige, holististiese raamwerk vir die ontwikkeling van kritiese denke deur middel van tegnologiese onderrigintervensies is duidelik nodig. Die doel van hierdie navorsing is om met so ʼn konseptuele raamwerk te kom wat leiding kan gee aan opvoeders wat aspirantouditeurs moet oplei om krities te dink. Hiervoor moes groter insig in die konseptualisering en ontwikkeling van kritiese denke verkry word. Hierdie insigte het die grondslag gelê vir ʼn voorlopige konseptuele raamwerk wat op die literatuur berus. Drie groepe deelnemers is gebruik om die geldigheid van die addisionele konsepte en verbande in die voorlopige raamwerk te toets en insigte in addisionele konsepte en verbande te verkry. ʼn Interaktiewe kwalitatiewe analise (IKA) is gedoen. Die konsepte in die finale konseptuele raamwerk is onder meer studentfaktore, opvoederfaktore, oorwegings soos ontwerp en ontwikkeling, tegnologiese instrumente, samewerking tussen belanghebbers en dissiplines, die leerproses, etiek, globalisering, die ouditkunde-inhoud, kritiese denke en ander leeruitkomste wat met kritiese denke gepaard gaan, konstruktivisme en die kenmerke van onderrig in kritiese denke. Die eindproduk is ʼn nuwe, geïntegreerde en stewige konseptuele raamwerk waarmee ouditkundestudente met tegnologiese onderrigintervensies opgelei kan word om krities te dink. Hierdie raamwerk verleen struktuur aan die komplekse aard van opleiding in kritiese denke. Die verwerwing van die vermoë om krities te dink is egter nie eenmalig en lineêr nie. Hierdie raamwerk met sy afsonderlike konsepte en verbande moet beskou word as ʼn onderdeel van ʼn deurlopende proses om kritiese denke te ontwikkel. / Nakuba ukuthuthukiswa kokucabanga sakuhlaziya kubafundi kungesiwo umsebenzi olula, kuya ngokuya kubaluleka kakhulu. Abafundi kumele bakwazi ukucabanga sakuhlaziya ukuze baphumelele emsebenzini kwikhuluminyaka lama21. Umcwaningimabhuku wesikhathi esizayo kufanele ajwayele isimo sezwe elishintsha masinya, esiholwa ubuchwepheshe nokuyilapho ukukwazi ukucabanga sakuhlaziya kuhlinzeka ikhono lokusombulula izinkinga ezingahlelekile, ukuhlaziya nokuhumusha imininingwane, ukuthatha izinqumo ezikahle nokuphenyisisa imininingwane. Njengoba kuthiwa umkhakha wezocwaningomabhuku awukhiqizi abagcinimabhuku bezinga lomhlaba abasaqala abanamakhono nokuqonda okufanele ukwenza umehluko kumakhasimende ocwaningomabhuku, kungumsebenzi wabafundisayo ukusungula ukucabanga sakuhlaziya kubafundi babo. Njengoba ukucabanga sakuhlaziya kungumqondo olukhuni ozigabaningi, ukudlulisela leli khono kubafundi kungumsebenzi oxakayo. Ukusebenzisa izindlela zokufunda ezincike kubuchwepheshe, ezifaka kuzo ukulinganisa, okwenzeka ngempela nemidlalo, kunganikeza izinkundla ezisebenza ngempumelelo ukuthuthukisa ukucabanga sakuhlaziya. Nakuba kunjalo, othisha bavame ukuba manqikanqika ukusebenzisa lobu buchwepheshe futhi abanasiqiniseko sokuthi bangakufaka kanjani ukucabanga sakuhlaziya kubafundi. Ngakho-ke kusobala ukuthi othisha badinga ukwelulekwa kanye nohlaka olunamandla olufaka konke maqondana nokuthuthukiswa kokucabanga sakuhlaziya ngokusebenzisa izindlela zokufunda ezincike kubuchwepheshe. Injongo enkulu yalolu cwaningo ngukuhlongoza uhlaka lomqondo oluzohlinzeka umhlahlandlela kothisha ukubhekana nesidingo esikhulayo sabacwaningimabhuku abanamakhono athuthukile okucabanga sakuhlaziya. Ukuze kufinyelelwe kulolu hlaka, kwadingeka ulwazi olwengeziwe ekucabangeni nasekusungulweni kokucabanga sakuhlaziya. Lolu lwazi lwaba yisisekelo sohlaka lomqondo lokuqala olugxile emibhalweni. Ukuze kuqinisekiswe imiqondo nobudlelwano obuhlongozwayo kulolu hlaka lokuqala futhi kuhlinzekwe ulwazi emicabangweni nasebudlelwaneni obengeziwe, imibono yamaqoqo amathathu ababambiqhaza yatholakala ngokusetshenziswa komklamo ongukuHlaziya Izingahle Ngokusebenzisana owaziwa ngokuthi yi-Interactive Qualitative Analysis (i-IQA). Imiqondo esohlakeni lomqondo lokugcina yayibandakanya okuphathelene nabafundi, okuphathelene nothisha, okumayelana nomklamo nentuthuko, amathuluzi okusiza ancike kubuchwepheshe, ukuhlanganyela phakathi kwabathintekayo nemikhakha, indlela yokufunda, okuphathelene nokulunga, ukusabalalisa umhlaba wonke, ukucwaninga imininingwane yokuqukethwe, ukucabanga sakuhlaziya kanye neminye imiphumela yokufunda ehambisana nokucabanga sakuhlaziya, nobunjalo bendlela yokufunda ukucabanga sakuhlaziya. Umkhiqizo ovela ekugcineni kuba yinoveli nohlaka lomqondo olunamandla okuhloswe ngalo ukuba kuthuthukiswe ukucabanga sakuhlaziya kubafundi bezocwaningomabhuku ngokusebenzisa izindlela zokufunda ezincike kubuchwepheshe. Lolu hlaka luhlinzeka umumo esimweni esingaqondakali sokuthuthukiswa kokucabanga sakuhlaziya. Kodwa-ke, ukutholakala kwamakhono okucabanga sakuhlaziya, akusiyo into eyenzeka kanye, ngendlela efanayo. Ngakho-ke, uhlaka kanye nemiqondo yalo ngaminye nobudlelwano bayo kumele kubonakale njengengxenye yomsebenzi oqhubekayo wokukhula kokucabanga sakuhlaziya. / Taxation / D. Phil. (Accounting Sciences)