Thesis (M.A.)--Central Connecticut State University, 2000. / Thesis advisor: Marc B. Goldstein. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 25-30).

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xiii, 175 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 76-84).

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

The purpose of this study was to determine how mentally retarded persons accept or reject their disability by comparing perceptions that retarded individuals hold of themselves with their perceptions of persons labeled as mentally retarded. The study was also designed to compare perceptions that retarded individuals hold of themselves with their perceptions of persons with no disability label. Finally, the study was designed to compare perceptions that retarded individuals hold of persons labeled as mentally retarded with their perceptions of persons with no disability label. The subjects of this study were 48 males and 48 females from sheltered workshops in Arizona. All subjects were identified as mentally retarded by professional staff from the rehabilitation facilities and voluntarily participated in the study. The subjects were randomly assigned to one of six experimental groups. In Group 1, subjects successfully performed an assembly test and evaluated themselves; in Group 2, subjects failed on the assembly test and evaluated themselves. Subjects in Group 3 evaluated a person labeled as mentally retarded after observing that person successfully complete the assembly test; subjects in Group 4 evaluated the same labeled person after observing that person fail on the assembly test. Members of Group 5 observed an unlabeled person succeed at the assembly test and evaluated that person, and members of Group 6 evaluated the same unlabeled person after observing that person fail on the assembly test. A factorial design varying target persons (self vs. person labeled as mentally retarded vs. person with no label) and performance outcomes (success vs. failure) on the assembly test was employed. The dependent variables were: (1) each subject's assessment of the cause of the target person's performance outcome as measured by the Causal Attribution Scale; (2) each subject's description of the target person as measured by the Semantic Differential and the Adjective Checklist; and, (3) each subject's expectations of the target person as measured by the Expectancy Questionnaire. Rank mean scores on each instrument were produced for the experimental groups and analyzed by Mann-Whitney U tests. In general, the results of the study indicated that mentally retarded persons do not perceive extensive differences between themselves and persons who are identified as being mentally retarded. Similarly, someone labeled as mentally retarded is not perceived in any more less favorable terms than a person who is not identified as being mentally retarded.

No description available.

This study examined the relationship between the principle of normalization and the concept of quality of life of intellectually challenged adults living in the community. The effect of demographic variables on the quality of life of this population was examined. The sample consisted of sixty respondents from four agencies (one from Montreal and three from Ottawa) providing services to intellectually challenged adults. Cummins' (1997) Comprehensive Quality of Life---Intellectual Disability Fifth Edition (ComQol-I5) was used. / Both objective and subjective quality of life scores were calculated. The major findings were: (1) the subjective scores were higher than the objective scores; (2) a number of subjective scores were positively correlated with the objective score for community (attending leisure/social activities, belonging to a group and/or holding a position of responsibility) and (3) higher functioning respondents (income, diagnosis, education and living arrangements) had significantly higher overall quality of life scores. Results were compared with two outside samples (Italian and Australian); all three samples showed a similar pattern of lower objective scores and higher subjective scores.

The Poulin Pictorial Motivational Scale (PPMS) attempted to measure separately four different types of motivation; intrinsic motivation, extrinsic motivation/self-determined, extrinsic motivation/non self-determined, and amotivation. / Sixty-two high school students were tested with the PPMS. These individuals with a mild intellectual disability were grouped according to age level (12-13, 14-15, 16-18) and academic ability (low, average, high). They answered two questionnaires; the PPMS and Harter's scale (to test students' self-competency). Other scales, made for teachers, were used to assess the validity of the PPMS, a Physical Educator's rating scale and a Teachers' questionnaire. / The reliability estimates of internal consistency (Cronbach's alpha) and temporal stability were sufficiently high to conclude that the PPMS was a reliable instrument. The results also revealed that the PPMS is valid and it correlates in the expected directions with the other scales which followed the self-determination theory of Deci and Ryan (1985a). Therefore, it was concluded that the PPMS is a valid and reliable instrument. (Abstract shortened by UMI.)

Typescript. / Thesis (Ph. D.)--University of Hawaii, 1966. / Bibliography: leaves 82-86. / ix, 86 l illus., tables

Thesis (Ph.D.)--McMaster University, 2003. / Advisor: Matthew Cooper. Includes bibliographical references (leaves 313-329). Also available via World Wide Web.

Thesis (Ed.d.)--University of Tulsa, 1972. / Bibliography: leaves 41-44.