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You searched for +publisher:"University of Kansas" +contributor:("Turnbull, Rutherford"). Showing records 1 – 3 of 3 total matches.

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University of Kansas

1. Hong, Joo Young. The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally.

Degree: PhD, Special Education, 2013, University of Kansas

This dissertation includes four independent but related chapters. The first chapter provides an overview regarding the whole dissertation document. Chapter 2 reports the procedures and results of a research synthesis focusing on vocabulary, oral language, and/or storybook reading instruction for children with hearing loss who communicate orally. The third chapter is a research study which used a single-subject design in order to assess the effectiveness of a tier-3 level of language intervention for children with hearing loss within a response to intervention (RTI) model. This research study also reports the relationship between children's hearing characteristics and their language performance. Although this research study focuses on children with hearing loss, the results can also be considered in light of children with weak language skills due to factors other than hearing loss. The final chapter presents specific strategies for teachers and parents regarding how early childhood teachers and parents of young children with hearing loss can assist their children's vocabulary and oral language development through storybook reading instruction, and ultimately support these children to become better readers. Advisors/Committee Members: Turnbull, Ann P (advisor), Turnbull, Rutherford (advisor), Turnbull, Ann P (cmtemember), Turnbull, Rutherford (cmtemember), Atwater, Jane (cmtemember), Carta, Judith J (cmtemember), Greenwood, Charles R (cmtemember), Roberts, Sally L (cmtemember).

Subjects/Keywords: Special education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hong, J. Y. (2013). The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15090

Chicago Manual of Style (16th Edition):

Hong, Joo Young. “The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally.” 2013. Doctoral Dissertation, University of Kansas. Accessed March 25, 2019. http://hdl.handle.net/1808/15090.

MLA Handbook (7th Edition):

Hong, Joo Young. “The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally.” 2013. Web. 25 Mar 2019.

Vancouver:

Hong JY. The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1808/15090.

Council of Science Editors:

Hong JY. The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15090

2. Francis, Grace L. Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs.

Degree: PhD, Special Education, 2013, University of Kansas

This dissertation consists of four individual, but related chapters. Chapter 1 provides an introduction to competitive employment for people with disabilities who have individualized support needs and the Family Employment Awareness Training (FEAT). This chapter also provides a general overview of the other chapters in this dissertation. Chapter 2 is a research study that examined the expectations and knowledge of participants who attended FEAT in 2010-2011. This study also explored families' perceptions of FEAT. Chapter 3 is a second research study that evaluated participants' behavior, employment outcomes, and perceptions of FEAT's influence. Chapter 4 is a third research study that explored families' perceptions of barriers to competitive employment. Advisors/Committee Members: Turnbull, Ann P (advisor), Turnbull, Rutherford (advisor), Adams, Deborah (cmtemember), Frey, Bruce (cmtemember), Morningstar, Mary (cmtemember), Blue-Banning, Martha (cmtemember).

Subjects/Keywords: Special education; Vocational education; Disability; Employment; Training program

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Francis, G. L. (2013). Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15102

Chicago Manual of Style (16th Edition):

Francis, Grace L. “Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs.” 2013. Doctoral Dissertation, University of Kansas. Accessed March 25, 2019. http://hdl.handle.net/1808/15102.

MLA Handbook (7th Edition):

Francis, Grace L. “Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs.” 2013. Web. 25 Mar 2019.

Vancouver:

Francis GL. Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1808/15102.

Council of Science Editors:

Francis GL. Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15102

3. Seo, Hyojeong. EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE.

Degree: PhD, Special Education, 2013, University of Kansas

This dissertation consists of four chapters. Chapter 1 provides an overview of the evolved concept of disability and an introduction of the support needs construct to special education and related disciplines, as well as a summary of studies that examined the support needs of people with intellectual disability. This Chapter also presents research questions that will be addressed in this dissertation. Chapter 2 presents the relationship between individual variables and support needs, both with and without considering the exceptional support needs (medical and behavioral support needs), and investigates the underlying relationships among support needs that form the structure of the Supports Intensity Scale for Adults. The data analyses, using 13,968 protocols from adolescents or young adults with intellectual disability, suggested that age significantly predicts support needs and males tend to have greater support needs than females in Livelong Learning Activities, Employment Activities, Social Activities, and Protection and Advocacy Activities. The findings indicated that the intensity of each domain of support needs varies depending on levels and types of individuals' exceptional support needs. The data also supports the creation of a second-order support-needs construct, using seven factors from both the Support Need Index Scale and the Supplemental Protection and Advocacy Scale. Chapter 3 examined similarities and differences between the Supports Intensity Scale for Adults and the Supports Intensity Scale for Children. The data analyses, using protocols from 142 adolescent students with intellectual disability or related developmental disabilities who completed both versions of the Supports Intensity Scale, suggested the equivalent counterpart indicators and constructs that carry the same information between the two scales. However, the data for this analysis did not fully support the comparability of scores between the two versions of the Supports Intensity Scale. The findings indicated that five pairs of common counterpart constructs are significantly correlated, evidencing that the two scales have similar underlying mechanisms. The analyses also supported that scores of individuals' IQs and adaptive behaviors negatively predict each support needs area, and the degrees to which these scores predicted the equivalent counterpart constructs are the same. Chapter 4 provides the conclusions of Chapters 2 and 3 and overviews implications for future research and practice pertaining to reducing individuals' support needs and improving the fit between personal capacities and demands of environments. Advisors/Committee Members: Wehmeyer, Michael L. (advisor), Little, Todd D. (cmtemember), Palmer, Susan B. (cmtemember), Turnbull, Ann P. (cmtemember), Turnbull, Rutherford (cmtemember), Wu, Wei (cmtemember).

Subjects/Keywords: Special education; Intellectual disabilities; Support needs; Supports intensity scale

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Seo, H. (2013). EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15052

Chicago Manual of Style (16th Edition):

Seo, Hyojeong. “EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE.” 2013. Doctoral Dissertation, University of Kansas. Accessed March 25, 2019. http://hdl.handle.net/1808/15052.

MLA Handbook (7th Edition):

Seo, Hyojeong. “EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE.” 2013. Web. 25 Mar 2019.

Vancouver:

Seo H. EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1808/15052.

Council of Science Editors:

Seo H. EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15052

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