No description available.

No description available.

Thesis (M.A.)--University--State, 2006. / Includes bibliographical references (leaves 104-121).

Thesis (M.A.)--University of Hong Kong, 1967. / Also available in print.

Thesis (M.Arch.)--University of Hong Kong, 1997. / Includes special report study entitled : Complex circulation system. Includes bibliographical references. Also available in print.

Autism is a neurological disorder which impairs the individual's social interactions and communication. Such impairments lead to deficits in learning which accumulate over time. Finding effective and efficient technologies to teach children with autism helps to minimize deficits and teach children new skills to be independent learners. There is previous research on technologies such as discrete trail training (DTT), antecedent based interventions, and consequence based interventions which have to be shown to be effective, however, more research is needed to find more cost effective and efficient procedures.. The PEAK Stimulus Equivalence Training Module seeks to teach children with Autism in a concise easy to follow manual. Past research has shown stimulus equivalence to not only effectively teach children with autism novel skills, but also has shown the emergence of untrained relations. The present study uses the PEAK module with three boys with autism, between the ages of 6 and 8, to teach novel stimuli including, planets, holidays, and sports teams and to test for the emergence of untrained relations. Results showed that the all participants demonstrated derived relations. Implications for future research are discussed.

Two adults with intellectual disabilities were taught practical money skills within a stimulus equivalence training procedure taken from the PEAK equivalence relational training system. The participants were taught to accurately count and select combinations of money of five different values, in the presence of an object worth a specific value and combinations of coins worth the same value. The results of this study found that the PEAK program 12L: Monetary Exchange was successful in training two adults with intellectual disabilities and other co-occurring disorders how to accurately count five values as well as derive relations between two values and an object. The first participant mastered two complete levels of stimuli whereas the second participant mastered on complete level of stimuli before training was terminated due to behavioral variables.

The main focus of this thesis is to effectively estimate levels of peak ground acceleration (PGA) during a seismic event for a given site. This will be achieved by applying regression analysis via a mixed model methodology to data collected from previously recorded seismic events collected from the PEER Strong Motion Database using a program written in MATLAB. The basic mixed model combines both fixed and random effect terms. Two models are analyzed and compared based on varying combinations of predictor variables, such as magnitude, distance, shear wave velocity, and site class. While the primary objective of this thesis solely examines the modeling of PGA, the same methodology can be applied in predicting other ground motion intensity parameters such as Peak Ground Velocity (PGV) or the spectral ordinate at a given vibration period.

The current study evaluated the efficacy of a set of procedures described in the PEAK Relational Training System’s Generalization Module in teaching three skills to two 3-year old boys with autism. The three skills taught were tacting sensory feelings, tact collateral responses, and tacting then asking for reinforcing items for each participant. These skills were not only trained but also generalization probes were conducted throughout the study. The results suggested that the procedures were effective in not only direct training participants to label sensory feelings, emotions, and reinforcing items, but also promoted the untrained emergence of novel skills through generalization.

No description available.