Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 60-65). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ43434.

Colleges and universities are experiencing increased enrollment of students diagnosed with autism spectrum disorder (ASD). These students often demonstrate difficulties in social situations, such as interacting with peers or understanding social cues. As a result, students diagnosed with ASD can seem socially awkward and engage in inappropriate behaviors in social contexts. Currently, there are few studies that examine social skills interventions for college students diagnosed with ASD. A well-established intervention for addressing social skill development is video-self modeling (VSM). Until now, VSM research has focused on primary and secondary students, without investigating this intervention's effects on the social skills of individuals in the postsecondary setting. The purpose of this study was to evaluate the efficacy of VSM on social skills for individuals diagnosed with ASD in postsecondary settings. In this study, we examined the effects of VSM on social skills (i.e., social initiations, eye contact, and pausing) using a multiple baseline design across therapists and a multiple baseline design across participants with generalization probes. Results demonstrated high levels of response to VSM for three participants compared to baseline conditions, and moderate response for the fourth participant. / text

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published_or_final_version / Education / Master / Master of Education

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The main aim of this thesis was to examine internal representation in the context of nurse education using two main output variables - namely imagery and identity. The initial basic argument for the thesis was that procedures to facilitate the acquisition of psychomotor skills that have been developed in sports science could fruitfully be applied to the development of skills in other areas, such as nurse education. Study one approached this through the use of an imagery training programme - PETTIER (Holmes & Collins, 2001) on an undergraduate nursing curriculum. PETTIER served as the independent variable with the dependent variable - performance - being measured through Obje&tive Structured Clinical Examinations (OSCEs). Unexpected results revealed no significant differences between the control and experimental groups, with the control group actually performing better overall. Given this, the explicit choice was made to pursue investigation into the other plausible factors affecting behaviour, in order to explicate and underpin the results obtained. Study two investigated students' perceptions of and preparation for the OSCEs using a skills training questionnaire. Results revealed common concerns, specifically related to skills practice. Furthermore these concerned the amount of practice time provided; the practice environment; and the amount of support and training during teaching. In light of these findings, study three pursued a contrasting and comparative investigation from the professionals' perspective on the curriculum. This specifically examined perceptions of the assessment structure and expectations within the curriculum; the content of the curriculum; levels of support and provision for training; and the application of theory and practice. This aimed to identify any coherent or conflicting views between the students' receiving the curriculum and the staff delivering the curriculum. Results revealed coherency in the professional view that theory and practice were equally as important for nurse education. However, students commonly perceived practice as the most important aspect. Also, some students often struggled to apply theory to practice and vice versa. In light of this it became apparent that students may in fact identify differently with the content of the curriculum. Therefore, appraisal of the content may have different significance for students and affect behaviour differently both internally and/or externally. Study four investigated this using Identity Structure Analysis (ISA)/lpseus (Weinreich & Saunderson, 2003).This explored how students applied themselves to the various aspects of nursing in the contexts of healthcare and broader affiliations, and how these fitted into students' broader sense of identity. It also looked at typologies within nursing and whether identity fitted into three distinct categories depending on construals. Study five followed this up using two individual case studies. The purpose of this was to encapsulate meaning behind individual construals and typologies and explicate the findings of ISA/lpseus and the implications for nurse education. Results found that construals are grounded in experiences which can affect development, behaviour and identity towards nursing and the broader affiliations in individuals' lives. In conclusion identity in nursing should be investigated further in order to provide stronger evidence in regards to typologies and how these may be influencing students' behaviour and development in nurse education. Such research could have important implications for the future of nurse education and be a positive step towards future curriculum revisions.

The paper will clear out the student perspective in order to examine students' attitude towards what would be important to touch on a matter of life. The essay will explore what is important for students to discuss and respond to their environment in schools and perceived to be relevant to talk about in life skills. There is an object which deals with gender and masculinity in the study. The study would examine whether a student perspective on life can affect the current knowledge of gender structures in the school. Qualitative research interviews were carried out in seven students in grade 9 at a school located in inner suburbs of Stockholm. In-terviews were of semi-structured nature and after transcription analyzed with hermeneutic and phe-nomenological method. A theoretical background of theories on life skills and other core subjects has also been behind the thesis conclusions.

This paper is an attempt to investigate the significance of the phonological component for the successful reading process at the elementary stage of learning a foreign language. Phonological awareness, the ability to segment language into smaller components and consciously manipulate them, together with the phonemic awareness, i.e. the ability to discriminate the individual phonemes within words, have been extensively studied since the 1980’s. Their causal role in reading acquisition is considered to be the single most powerful advance in the science and pedagogy of reading this century. However, this phonological component of reading skills formation has not yet been extensively examined in Lithuanian schools, while a number of scholars have proved the inter-relationship of the above mentioned skills by different experiments, conducted in foreign countries. The paper comprises three parts. In the first part Reading as a Cognitive Process the views about the cognitive process of reading of such scholars as G. V. Rogova, J. Harmer, F. Davies and many others are discussed. The second part of the paper, The Taxonomy of Phonological Awareness, deals with the phonological as well as phonemic awareness and their role in reading acquisition. The scholars K. Hempenstall, P.E. Bryant, R. Sensenbaugh, and some others are analysed here. In The Experimental Part of the paper, the hypothesis, that the presence of phonological awareness stimulates reading skills and vice versa, the... [to full text]