Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: Dept. of Rehabilitation Counseling. Bibliography: leaves 188-203. Also available online.

Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006. / "Department of Rehabilitation." Includes bibliographical references (leaves 134-144). Also available online.

Thesis (M.S. Ed.)--Northern Illinois University, 2007. / Includes bibliographical references (leaves [65]-68).

Thesis (MEdPsych)-- University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

This study investigated the efficacy of a "lifestyle" planning process for persons with severe disabilities. The planning process involved five steps: (a) description of a desired integrated lifestyle (pre- test), (b) identification of attitudinal, knowledge, and opportunity barriers present in an individual's service delivery system, (c) development of weekly schedules and plans that are based on an individual's personal preferences (mid- test), (d) implementation of valid teaching technologies and assessments if needed to achieve greater community participation, and (e) application of evaluative measures to monitor success (post-test). The planning process was implemented by means of a consultant model. The process involved planning meetings, on-site visits, in-service training, problem solving, written program planning, and demonstration of instructional techniques. Planning and implementation spanned approximately 12-14 months. The consulting teams were composed of education and behaviour consultants. Four persons with severe disabilities and challenging behaviour served as subjects. These individuals resided in four communities in the Province of British Columbia, and received consultative services from 1989-1991. Data were collected on three dependent measures at the beginning, midpoint, and end of intervention periods. The measures were type and frequency of integrated activities performed, program quality, and mastery of core steps of priority instructional goals in areas such as behaviour management and augmentative communication. All four persons engaged in a greater number of preferred integrated activities at the mid- and post- test than at the pre- test. The social networks of all four individuals were higher at the mid- and post- test than at the pre- test. Program quality scores were collected at the pre- and post- test only. All scores were higher at the post- test than at the pre- test. Behavioral problems reported at the referral stage were substantially reduced at the post-test for all individuals. These results are discussed in relation to previous research done in this area. Limitations of the study are identified, such as sample size, sample bias, and programmatic change that occurred outside of the planning process. Problems in implementing the process by means of a consultant model are discussed and areas for future research are suggested. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

No description available.

No description available.

published_or_final_version / Community Medicine / Master / Master of Public Health

During the summer of 1987 a study was conducted to determine the effects of a summer employment training program. Forty-eight mildly handicapped (learning disabled, emotionally handicapped, educable mentally handicapped) students participated. There were two types of treatment conditions: work experience plus employability and social skills training (WE + ESST); and work experience only (WE). Fifteen students served as a control group. All students had participated in a work experience program during the preceding Spring and again in the following Fall. Students in the WE + ESST group received direct instruction on employability and social skills in a classroom setting for on hour a day, twice a week for six weeks. Work experience for both treatment groups consisted of working for a minimum of fifteen hours a week. They were monitored by job developers on at least a weekly basis.

This thesis documents, develops and demonstrates a novel form of praxis in relation to disability in Scottish Higher Education. 'Praxis', as I use the term in this thesis, refers to an ongoing, irreducible, collective process through which is enacted, in one and the same process: 'knowledgementing' (the construction and legitimation of knowledge claims); 'radical reflexivity' (the bringing to awareness and critical problematisation of interests served by what is thought, said and done by all relevant parties); and 'ideologically progressive social action' (the pursuit of emancipatory process and just outcomes and the contesting of'external and internal' institutional oppression). The meaning of praxis is explicated in this thesis and demonstrated in action with reference to disability in Scottish Higher Education. Particular attention is paid to explicating and demonstrating the conceptual unity of praxis and the interconnectivity in actuality of the practices, procedures and policies which disable in assemblages or apparatuses, as Foucault uses the terms. The interconnectivity of the praxis is, it is claimed, the key to unlocking the interconnectivity of the assemblages which produce and maintain disability in Scottish Higher Education. The thesis traces the connections between the various elements of the assemblage producing a novel account (and new knowledges) which, it is claimed, could only have been derived as a result of the praxis and which can also account for the knowledges presented in previous research into disability in British Higher Education, locating these studies as part of the disabling assemblage. The thesis concludes by drawing out wider implications of praxis for conventional research, for psychology and social science.