subject:(intellectual disability)

University of Georgia

1. Shepley, Sally Bereznak. Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability.

Degree: PhD, Special Education, 2015, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/shepley_sally_b_201505_phd

► This study evaluated the effects video prompting when presented as teacher-delivered instruction (TDI) and when presented as student-delivered instruction (SDI) on skill acquisition for four… (more)

Subjects/Keywords: intellectual disability

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APA (6^th Edition):

Shepley, S. B. (2015). Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/shepley_sally_b_201505_phd

Chicago Manual of Style (16^th Edition):

Shepley, Sally Bereznak. “Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability.” 2015. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/shepley_sally_b_201505_phd.

MLA Handbook (7^th Edition):

Shepley, Sally Bereznak. “Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability.” 2015. Web. 26 Feb 2020.

Vancouver:

Shepley SB. Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/shepley_sally_b_201505_phd.

Council of Science Editors:

Shepley SB. Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/shepley_sally_b_201505_phd

2. Viscidi, Emma W. Autism Spectrum Disorder: Comorbidity and Etiology.

Degree: PhD, Epidemiology, 2014, Brown University

URL: https://repository.library.brown.edu/studio/item/bdr:386141/

► Background: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is estimated to affect as many as 1 in 88 children. Epilepsy is a common… (more)

▼ Background: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is estimated to affect as many as 1 in 88 children. Epilepsy is a common comorbid condition in persons with ASD, but little is known about the prevalence of the disorder or clinical characteristics of individuals with ASD and epilepsy. While the cause of ASD is unknown, there is evidence that prenatal factors may play an etiological role. Objectives: To examine clinical characteristics of children with ASD and epilepsy and the association between prenatal risk factors and ASD. Methods: The association between epilepsy and ASD and prenatal risk factors for ASD were studied using several large samples. Participants were drawn from genetic collaborative datasets and population-based samples, including the Collaborative Perinatal Project (CPP). Multivariate regression modeling was used to control for confounding, in particular confounding by cognitive functioning. Results: Various clinical correlates of ASD and epilepsy were identified. Low IQ was found to be the best predictor of epilepsy in children with ASD. Children with epilepsy had more autism symptoms and maladaptive behaviors than children with ASD alone. Several prenatal characteristics that increase risk of ASD were identified including older maternal and paternal age at birth, bleeding during pregnancy, and edema. Intellectual disability was found to be a mild confounder of the association between prenatal risk factors and ASD. Conclusions: In a large sample of children with ASD, low cognitive ability emerged as a strong independent predictor of epilepsy. Children with ASD and epilepsy showed greater impairment than children with ASD without epilepsy, and this was mostly explained by the lower IQ of children with epilepsy. Prior associations between prenatal factors and autism were confirmed in a large population-based cohort study. This study paves the way for future research on ASD in the Collaborative Perinatal Project (CPP). Advisors/Committee Members: Triche, Elizabeth (Director), Buka, Stephen (Reader), Morrow, Eric (Reader), Spence, Sarah (Reader).

Subjects/Keywords: intellectual disability

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APA (6^th Edition):

Viscidi, E. W. (2014). Autism Spectrum Disorder: Comorbidity and Etiology. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:386141/

Chicago Manual of Style (16^th Edition):

Viscidi, Emma W. “Autism Spectrum Disorder: Comorbidity and Etiology.” 2014. Doctoral Dissertation, Brown University. Accessed February 26, 2020. https://repository.library.brown.edu/studio/item/bdr:386141/.

MLA Handbook (7^th Edition):

Viscidi, Emma W. “Autism Spectrum Disorder: Comorbidity and Etiology.” 2014. Web. 26 Feb 2020.

Vancouver:

Viscidi EW. Autism Spectrum Disorder: Comorbidity and Etiology. [Internet] [Doctoral dissertation]. Brown University; 2014. [cited 2020 Feb 26]. Available from: https://repository.library.brown.edu/studio/item/bdr:386141/.

Council of Science Editors:

Viscidi EW. Autism Spectrum Disorder: Comorbidity and Etiology. [Doctoral Dissertation]. Brown University; 2014. Available from: https://repository.library.brown.edu/studio/item/bdr:386141/

University of Manitoba

3. Horodyski, Mary. “Society seems like it doesn’t even know...”: archival records regarding people labelled with intellectual disability who have been institutionalized in Manitoba.

Degree: History, 2017, University of Manitoba

URL: http://hdl.handle.net/1993/32118

► This thesis examines issues surrounding access to records relating to people labelled with intellectual disability who have been institutionalized in Manitoba. It argues that the… (more)

Subjects/Keywords: Archives; Disability; Intellectual disability; Institutionalization

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APA (6^th Edition):

Horodyski, M. (2017). “Society seems like it doesn’t even know...”: archival records regarding people labelled with intellectual disability who have been institutionalized in Manitoba. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32118

Chicago Manual of Style (16^th Edition):

Horodyski, Mary. ““Society seems like it doesn’t even know...”: archival records regarding people labelled with intellectual disability who have been institutionalized in Manitoba.” 2017. Masters Thesis, University of Manitoba. Accessed February 26, 2020. http://hdl.handle.net/1993/32118.

MLA Handbook (7^th Edition):

Horodyski, Mary. ““Society seems like it doesn’t even know...”: archival records regarding people labelled with intellectual disability who have been institutionalized in Manitoba.” 2017. Web. 26 Feb 2020.

Vancouver:

Horodyski M. “Society seems like it doesn’t even know...”: archival records regarding people labelled with intellectual disability who have been institutionalized in Manitoba. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1993/32118.

Council of Science Editors:

Horodyski M. “Society seems like it doesn’t even know...”: archival records regarding people labelled with intellectual disability who have been institutionalized in Manitoba. [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32118

University of Otago

4. Pal, Jaya. Exploring Falls in Individuals with Intellectual Disability .

Degree: 2012, University of Otago

URL: http://hdl.handle.net/10523/2392

► Introduction: Falling appears to be a concern for individuals with intellectual disability. To date few studies have looked at falls, fall-related injuries and risk factors… (more)

▼ Introduction: Falling appears to be a concern for individuals with intellectual disability. To date few studies have looked at falls, fall-related injuries and risk factors for falls in this population. In contrast, extensive fall-related research has been carried out in older population groups and has used a variety of methods to collect fall data. The use of similar methods to collect fall data might however be inappropriate for individuals with intellectual disability. Cognitive limitations, consenting issues and using proxy sources for collecting fall data are some research challenges evident in intellectual disability research. This thesis developed methods for collecting fall data about people with intellectual disability and tested these methods in two pilot studies. Furthermore, semi-structured interviews were conducted with occupational therapists and physiotherapists to discuss possible mobility/fall prevention strategies and to suggest future fall prevention programmes. Study Aims: The aims of this thesis were: 1. To develop an appropriate method to collect data on falls and fall-related injuries in adults with intellectual disability. 2. To develop a method to collect fall risk data in adults with intellectual disability. 3. To suggest suitable fall prevention strategies for adults with intellectual disability Methodology: A mixed method design was chosen for this thesis using a sequential exploratory design. The initial phase of the study involved qualitative data collection (stakeholder consultations and focus group discussions) and analysis, for developing and validating fall forms, followed by quantitative pilot studies (for testing these forms). An initial structured literature review explored how falls data had been collected in older adults, including those with dementia and Alzheimer’s disease, and with people with intellectual disability. The stakeholder consultations were completed to discuss falls and appropriate methods for collecting fall data. Based on the literature review findings and stakeholder consultations, three fall forms were developed – a fall risk form, a fall incident form and a fall calendar. These forms were discussed in focus group discussions. The fall risk form and the fall incident form were selected as suitable methods and tested in two pilot studies. An additional qualitative study was also conducted wherein therapists working with people with intellectual disability at risk of falling were interviewed to explore strategies they used to reduce falls. Findings from this latter study together with those from the pilot studies were used to suggest strategies to prevent falls for this population group. Results: 1. A fall incident form was developed and used to collect detailed fall-related data following a fall incident. A total of 135 individuals participated in two pilot studies and 125 falls were recorded. The fall incident form was considered as a useful and easy tool for collecting post-fall data in individuals with intellectual disability. The most common… Advisors/Committee Members: Hale, Leigh (advisor).

Subjects/Keywords: Falls; Intellectual Disability

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APA (6^th Edition):

Pal, J. (2012). Exploring Falls in Individuals with Intellectual Disability . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/2392

Chicago Manual of Style (16^th Edition):

Pal, Jaya. “Exploring Falls in Individuals with Intellectual Disability .” 2012. Doctoral Dissertation, University of Otago. Accessed February 26, 2020. http://hdl.handle.net/10523/2392.

MLA Handbook (7^th Edition):

Pal, Jaya. “Exploring Falls in Individuals with Intellectual Disability .” 2012. Web. 26 Feb 2020.

Vancouver:

Pal J. Exploring Falls in Individuals with Intellectual Disability . [Internet] [Doctoral dissertation]. University of Otago; 2012. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10523/2392.

Council of Science Editors:

Pal J. Exploring Falls in Individuals with Intellectual Disability . [Doctoral Dissertation]. University of Otago; 2012. Available from: http://hdl.handle.net/10523/2392

University of Otago

5. Stedman, Kurstyn Vance. Obesity and Intellectual Disability in New Zealand .

Degree: 2011, University of Otago

URL: http://hdl.handle.net/10523/1774

► International literature indicates that the rates of obesity are increasing in OECD countries and that there are significant health risks to individuals who are classified… (more)

▼ International literature indicates that the rates of obesity are increasing in OECD countries and that there are significant health risks to individuals who are classified as obese. Research has also highlighted that obesity is likely to be more pronounced in people who have an intellectual disability (ID). Despite this association there has been little research into the reasons why this population is overrepresented in obesity statistics. Furthermore, except for the brief report derived from this thesis (Stedman & Leland, 2010), there are no published New Zealand data on the rates of obesity among people who have an intellectual disability. In the present study I accessed a database containing anonymous data for a sample of New Zealanders who have an intellectual disability. Ninety-eight participants out of 141 in the database had complete and up to date data. The group with complete data did not significantly differ from the group with incomplete data in gender or hours of staff support. Participants’ body mass index (BMI) was used to estimate rates of obesity within the sample. Comparisons were made with the general rates of obesity in adults reported by the New Zealand Ministry of Health (2008) using each of the BMI categories; underweight (< 18.50), normal (18.50 – 24.99), overweight (25.00 – 29.99) and obese (≥ 30.00). Obesity was further broken down into classes one (30.00 – 34.99), two (35.00 – 39.99) and three (≥ 40.00). There were significantly higher rates of people with a BMI ≥ 30.00, in the group who had an intellectual disability (50.98%; general population 26.50%). There were significantly more adults who had an intellectual disability in all three BMI classes, with the most significant difference in class three. While there were more obese men and women who have an intellectual disability in this sample than would be expected, women were found in higher than expected rates in class two (BMI 35.00 – 39.99) and class three (BMI ≤ 40.00). Research into the causal factors and potential interventions specific to men and women in this population to promote and maintain weight loss are warranted. Advisors/Committee Members: Leland, Louis (advisor).

Subjects/Keywords: obesity; intellectual disability

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APA (6^th Edition):

Stedman, K. V. (2011). Obesity and Intellectual Disability in New Zealand . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/1774

Chicago Manual of Style (16^th Edition):

Stedman, Kurstyn Vance. “Obesity and Intellectual Disability in New Zealand .” 2011. Masters Thesis, University of Otago. Accessed February 26, 2020. http://hdl.handle.net/10523/1774.

MLA Handbook (7^th Edition):

Stedman, Kurstyn Vance. “Obesity and Intellectual Disability in New Zealand .” 2011. Web. 26 Feb 2020.

Vancouver:

Stedman KV. Obesity and Intellectual Disability in New Zealand . [Internet] [Masters thesis]. University of Otago; 2011. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10523/1774.

Council of Science Editors:

Stedman KV. Obesity and Intellectual Disability in New Zealand . [Masters Thesis]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/1774

University of Georgia

6. Freeman, Anna Katherine. Caregiver's perceptions of clothing for people with severe and profound intellectual disabilities.

Degree: MS, Textiles, Merchandising and Interiors, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/freeman_anna_k_200712_ms

► Little has been published regarding clothing for people with severe and profound intellectual disabilities (SPID). Dressing in fashionable clothing is a way for people of… (more)

Subjects/Keywords: Severe and Profound Intellectual Disability

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APA (6^th Edition):

Freeman, A. K. (2007). Caregiver's perceptions of clothing for people with severe and profound intellectual disabilities. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/freeman_anna_k_200712_ms

Chicago Manual of Style (16^th Edition):

Freeman, Anna Katherine. “Caregiver's perceptions of clothing for people with severe and profound intellectual disabilities.” 2007. Masters Thesis, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/freeman_anna_k_200712_ms.

MLA Handbook (7^th Edition):

Freeman, Anna Katherine. “Caregiver's perceptions of clothing for people with severe and profound intellectual disabilities.” 2007. Web. 26 Feb 2020.

Vancouver:

Freeman AK. Caregiver's perceptions of clothing for people with severe and profound intellectual disabilities. [Internet] [Masters thesis]. University of Georgia; 2007. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/freeman_anna_k_200712_ms.

Council of Science Editors:

Freeman AK. Caregiver's perceptions of clothing for people with severe and profound intellectual disabilities. [Masters Thesis]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/freeman_anna_k_200712_ms

University of Southern California

7. Seymour, William. The everyday Olympics: an introduction to the many faces of Special Olympics.

Degree: MA, Specialized Journalism, 2013, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/294482/rec/6690

► Special Olympics International has a goal of serving 200 million people around the world who have intellectual disabilities (ID). Despite working in more than 170… (more)

Subjects/Keywords: Special Olympics; sport; intellectual disability

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APA (6^th Edition):

Seymour, W. (2013). The everyday Olympics: an introduction to the many faces of Special Olympics. (Masters Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/294482/rec/6690

Chicago Manual of Style (16^th Edition):

Seymour, William. “The everyday Olympics: an introduction to the many faces of Special Olympics.” 2013. Masters Thesis, University of Southern California. Accessed February 26, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/294482/rec/6690.

MLA Handbook (7^th Edition):

Seymour, William. “The everyday Olympics: an introduction to the many faces of Special Olympics.” 2013. Web. 26 Feb 2020.

Vancouver:

Seymour W. The everyday Olympics: an introduction to the many faces of Special Olympics. [Internet] [Masters thesis]. University of Southern California; 2013. [cited 2020 Feb 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/294482/rec/6690.

Council of Science Editors:

Seymour W. The everyday Olympics: an introduction to the many faces of Special Olympics. [Masters Thesis]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/294482/rec/6690

Universiteit Utrecht

8. Sanders, K.J.V. The feasibility of a dysphagia procedure for identification, diagnosis, intervention and evaluation of dysphagia in adults with intellectual disabilities: a pilot study.

Degree: 2015, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/316335

► Title: The feasibility of a dysphagia procedure for identification, diagnosis, intervention and evaluation of dysphagia in adults with intellectual disabilities (ID): a pilot study. Background:… (more)

▼ Title: The feasibility of a dysphagia procedure for identification, diagnosis, intervention and evaluation of dysphagia in adults with intellectual disabilities (ID): a pilot study. Background: Because of the high prevalence of dysphagia in adults with ID, the major health risks involved and the different challenges managing dysphagia, a health improvement project started in March 2014 led by Ipse de Bruggen, a care provider service for people with ID in the Netherlands. Aim and research questions: The aim of this study is to examine the feasibility of the dysphagia procedure in adults with ID. The accompanying research question is ‘Is it feasible to implement the dysphagia procedure within Ipse de Bruggen, Zwammerdam?’ Method: Fifty-eight professionals working with 24 adults with ID and an expected dysphagia participated in this study. All the relevant steps of the dysphagia procedure must be executed within three months. Feasibility was evaluated using criteria based on the three groups of participants: speech and language therapists (SLT’s), caregivers and multidisciplinary team members. All the criteria must be met to achieve feasibility. Results: The SLT’s and the multidisciplinary team members agreed for 100% with their role and content of the dysphagia procedure. The SLT’s did not manage to execute all the steps of the dysphagia procedure for the clients with dysphagia. Also, the caregiver criteria and the criteria for collecting post-test measurements were not achieved. In summary, five of twelve feasibility criteria have been met. Conclusion: The dysphagia procedure cannot be implemented yet, due to challenges in cooperation between the caregivers and both the SLT’s and the multidisciplinary team members. Recommendations: Improving cooperation with the caregivers through i.e. qualitative research to investigate the caregiver’s perspective, considering different organisational changes and investigate in train the trainer education. Advisors/Committee Members: Bastiaanse, L.P., Ewijk, L. van.

Subjects/Keywords: dysphagia; feasibility; intellectual disability

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APA (6^th Edition):

Sanders, K. J. V. (2015). The feasibility of a dysphagia procedure for identification, diagnosis, intervention and evaluation of dysphagia in adults with intellectual disabilities: a pilot study. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/316335

Chicago Manual of Style (16^th Edition):

Sanders, K J V. “The feasibility of a dysphagia procedure for identification, diagnosis, intervention and evaluation of dysphagia in adults with intellectual disabilities: a pilot study.” 2015. Masters Thesis, Universiteit Utrecht. Accessed February 26, 2020. http://dspace.library.uu.nl:8080/handle/1874/316335.

MLA Handbook (7^th Edition):

Sanders, K J V. “The feasibility of a dysphagia procedure for identification, diagnosis, intervention and evaluation of dysphagia in adults with intellectual disabilities: a pilot study.” 2015. Web. 26 Feb 2020.

Vancouver:

Sanders KJV. The feasibility of a dysphagia procedure for identification, diagnosis, intervention and evaluation of dysphagia in adults with intellectual disabilities: a pilot study. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2020 Feb 26]. Available from: http://dspace.library.uu.nl:8080/handle/1874/316335.

Council of Science Editors:

Sanders KJV. The feasibility of a dysphagia procedure for identification, diagnosis, intervention and evaluation of dysphagia in adults with intellectual disabilities: a pilot study. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/316335

Humboldt State University

9. Zeppegno, Marci Anne. Education coach to support students with intellectual disabilities in a community college course.

Degree: 2008, Humboldt State University

URL: http://hdl.handle.net/2148/299

► The purpose of this study was to develop a model that would provide more options for individuals with intellectual disabilities in a postsecondary setting. Surveys… (more)

Subjects/Keywords: Education coach; Intellectual disability

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APA (6^th Edition):

Zeppegno, M. A. (2008). Education coach to support students with intellectual disabilities in a community college course. (Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zeppegno, Marci Anne. “Education coach to support students with intellectual disabilities in a community college course.” 2008. Thesis, Humboldt State University. Accessed February 26, 2020. http://hdl.handle.net/2148/299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zeppegno, Marci Anne. “Education coach to support students with intellectual disabilities in a community college course.” 2008. Web. 26 Feb 2020.

Vancouver:

Zeppegno MA. Education coach to support students with intellectual disabilities in a community college course. [Internet] [Thesis]. Humboldt State University; 2008. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/2148/299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zeppegno MA. Education coach to support students with intellectual disabilities in a community college course. [Thesis]. Humboldt State University; 2008. Available from: http://hdl.handle.net/2148/299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

10. Barker, Alyse Ann. Simulated subaverage performance on the Block Span task of the Stanford-Binet Intelligence Scales-Fifth Edition.

Degree: MA, Psychology, 2010, Louisiana State University

URL: etd-04152011-142614 ; https://digitalcommons.lsu.edu/gradschool_theses/4160

► As clinical psychologists and neuropsychologists routinely assess individuals in medicolegal and criminal forensic settings, they are faced with the challenge of evaluating and testifying on… (more)

Subjects/Keywords: intellectual disability; malingering; mental retardation

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APA (6^th Edition):

Barker, A. A. (2010). Simulated subaverage performance on the Block Span task of the Stanford-Binet Intelligence Scales-Fifth Edition. (Masters Thesis). Louisiana State University. Retrieved from etd-04152011-142614 ; https://digitalcommons.lsu.edu/gradschool_theses/4160

Chicago Manual of Style (16^th Edition):

Barker, Alyse Ann. “Simulated subaverage performance on the Block Span task of the Stanford-Binet Intelligence Scales-Fifth Edition.” 2010. Masters Thesis, Louisiana State University. Accessed February 26, 2020. etd-04152011-142614 ; https://digitalcommons.lsu.edu/gradschool_theses/4160.

MLA Handbook (7^th Edition):

Barker, Alyse Ann. “Simulated subaverage performance on the Block Span task of the Stanford-Binet Intelligence Scales-Fifth Edition.” 2010. Web. 26 Feb 2020.

Vancouver:

Barker AA. Simulated subaverage performance on the Block Span task of the Stanford-Binet Intelligence Scales-Fifth Edition. [Internet] [Masters thesis]. Louisiana State University; 2010. [cited 2020 Feb 26]. Available from: etd-04152011-142614 ; https://digitalcommons.lsu.edu/gradschool_theses/4160.

Council of Science Editors:

Barker AA. Simulated subaverage performance on the Block Span task of the Stanford-Binet Intelligence Scales-Fifth Edition. [Masters Thesis]. Louisiana State University; 2010. Available from: etd-04152011-142614 ; https://digitalcommons.lsu.edu/gradschool_theses/4160

Louisiana State University

11. Belva, Brian Christopher. Examining the Psychometrics of the Psychopathology Inventory for Mentally Retarded Adults-II for Adults with Mild and Moderate Intellectual Disabilities.

Degree: PhD, Psychology, 2014, Louisiana State University

URL: etd-08192014-010829 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1029

► With growing recognition of the occurrence of psychological disorders in individuals with intellectual disability (ID), researchers and clinicians alike have placed emphasis on developing measures… (more)

Subjects/Keywords: psychopathology; intellectual disability; assessment

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APA (6^th Edition):

Belva, B. C. (2014). Examining the Psychometrics of the Psychopathology Inventory for Mentally Retarded Adults-II for Adults with Mild and Moderate Intellectual Disabilities. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-08192014-010829 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1029

Chicago Manual of Style (16^th Edition):

Belva, Brian Christopher. “Examining the Psychometrics of the Psychopathology Inventory for Mentally Retarded Adults-II for Adults with Mild and Moderate Intellectual Disabilities.” 2014. Doctoral Dissertation, Louisiana State University. Accessed February 26, 2020. etd-08192014-010829 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1029.

MLA Handbook (7^th Edition):

Belva, Brian Christopher. “Examining the Psychometrics of the Psychopathology Inventory for Mentally Retarded Adults-II for Adults with Mild and Moderate Intellectual Disabilities.” 2014. Web. 26 Feb 2020.

Vancouver:

Belva BC. Examining the Psychometrics of the Psychopathology Inventory for Mentally Retarded Adults-II for Adults with Mild and Moderate Intellectual Disabilities. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2020 Feb 26]. Available from: etd-08192014-010829 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1029.

Council of Science Editors:

Belva BC. Examining the Psychometrics of the Psychopathology Inventory for Mentally Retarded Adults-II for Adults with Mild and Moderate Intellectual Disabilities. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-08192014-010829 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1029

University of Victoria

12. Rawlings, Kayla. The Contribution of Work to Overall Levels of Physical Activity in Adults with Intellectual Disabilities.

Degree: School of Exercise Science, Physical and Health Education, 2014, University of Victoria

URL: http://hdl.handle.net/1828/5160

► Work may be a potential source of physical activity for adults with ID, and therefore may be beneficial to their health. Using a cross-sectional descriptive… (more)

Subjects/Keywords: Intellectual Disability; Physical Activity; Work

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APA (6^th Edition):

Rawlings, K. (2014). The Contribution of Work to Overall Levels of Physical Activity in Adults with Intellectual Disabilities. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/5160

Chicago Manual of Style (16^th Edition):

Rawlings, Kayla. “The Contribution of Work to Overall Levels of Physical Activity in Adults with Intellectual Disabilities.” 2014. Masters Thesis, University of Victoria. Accessed February 26, 2020. http://hdl.handle.net/1828/5160.

MLA Handbook (7^th Edition):

Rawlings, Kayla. “The Contribution of Work to Overall Levels of Physical Activity in Adults with Intellectual Disabilities.” 2014. Web. 26 Feb 2020.

Vancouver:

Rawlings K. The Contribution of Work to Overall Levels of Physical Activity in Adults with Intellectual Disabilities. [Internet] [Masters thesis]. University of Victoria; 2014. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1828/5160.

Council of Science Editors:

Rawlings K. The Contribution of Work to Overall Levels of Physical Activity in Adults with Intellectual Disabilities. [Masters Thesis]. University of Victoria; 2014. Available from: http://hdl.handle.net/1828/5160

University of Sydney

13. Chung, Alison Margaret Janet. Do people with intellectual disability use Nintendo WiiTM when placed in their home as part of a physiotherapy program? .

Degree: 2014, University of Sydney

URL: http://hdl.handle.net/2123/12252

► Purpose: To examine how much, and in what way, Nintendo WiiTM (Wii) is used when prescribed as part of a home-physiotherapy program for people with… (more)

Subjects/Keywords: Intellectual disability; Physiotherapy; Nintendo WiiTM

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APA (6^th Edition):

Chung, A. M. J. (2014). Do people with intellectual disability use Nintendo WiiTM when placed in their home as part of a physiotherapy program? . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/12252

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chung, Alison Margaret Janet. “Do people with intellectual disability use Nintendo WiiTM when placed in their home as part of a physiotherapy program? .” 2014. Thesis, University of Sydney. Accessed February 26, 2020. http://hdl.handle.net/2123/12252.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chung, Alison Margaret Janet. “Do people with intellectual disability use Nintendo WiiTM when placed in their home as part of a physiotherapy program? .” 2014. Web. 26 Feb 2020.

Vancouver:

Chung AMJ. Do people with intellectual disability use Nintendo WiiTM when placed in their home as part of a physiotherapy program? . [Internet] [Thesis]. University of Sydney; 2014. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/2123/12252.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chung AMJ. Do people with intellectual disability use Nintendo WiiTM when placed in their home as part of a physiotherapy program? . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/12252

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Adelaide

14. Hynes, Kim Elizabeth. Molecular genetics of epilepsy and mental retardation limited to females (EFMR).

Degree: 2010, University of Adelaide

URL: http://hdl.handle.net/2440/63720

► Epilepsy and mental retardation limited to females (EFMR) is an intriguing X-linked disorder, which exhibits counterintuitive sex specific phenotype presentation, with heterozygous females affected and… (more)

▼ Epilepsy and mental retardation limited to females (EFMR) is an intriguing X-linked disorder, which exhibits counterintuitive sex specific phenotype presentation, with heterozygous females affected and hemizygous males spared. Affected females suffer from epilepsy, which typically begins prior to three years of age. Onset of seizures often coincides with developmental regression resulting in intellectual disability. • Using high throughput sequencing of the X-chromosome we have identified 7 different mutations in protoccadherin-19 (PCDH19) in 7 families with EFMR (Dibbens et al., 2008), including the original EFMR family published in 1971 (Juberg and Hellman, 1971). The discovery of mutations in PCDH19, a calcium cell-cell adhesion molecule, in EFMR highlights protocadherins and cell adhesion molecules in general, as a novel class of genes involved in intellectual disability and epilepsy. Publication 1, appendix A, (Dibbens et al., 2008) • We have conducted follow up screening in three additional cohorts and identified additional mutations in the PCDH19 gene in smaller families and a sporadic case with EFMR. PCDH19 was not found to be a major cause of Rett syndrome or Autism Spectrum Disorder alone. Publication 2, appendix B, (Hynes et al., 2009) • We have also identified an additional, large, black Afro-American family with EFMR with a missense mutation in PCDH19 that is predicted to result in loss of function of PCDH19 protein. (Publication in preparation). • We have performed genome-wide microarray expression profiling analyses and identified altered expression of genes involved in axon guidance and cell migration in EFMR females. We also unexpectedly found that EFMR females had a “male-like” expression profile of more than 100 genes and altered expression of 10 genes which function in aspects of estrogen production, activation and degradation or that are known downstream targets of estrogen. This suggests that response to estrogen may be disrupted in certain cells. (Publication in preparation). • Through genome-wide microarray expression profiling analyses we also identified altered expression of 13 genes involved in the Ephrin / Eph signalling pathway in EFMR females. The altered expression of Ephrin / Eph signalling genes and the parallels identified between EFMR and CFNS (craniofrontonasal syndrome), with respect to inheritance pattern, lead us to hypothesise a potential interaction between PCDH19 and Ephrin / Eph signalling. In conclusion, we have identified the causative gene for EFMR and gained novel insights into additional genes and signalling pathways that are disrupted as a result of mutations in PCDH19 in females. Advisors/Committee Members: Gecz, Jozef (advisor), Mulley, John Charles (advisor), School of Molecular and Biomedical Science (school).

Subjects/Keywords: epilepsy; intellectual disability; protocadherin; PCDH19

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APA (6^th Edition):

Hynes, K. E. (2010). Molecular genetics of epilepsy and mental retardation limited to females (EFMR). (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/63720

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hynes, Kim Elizabeth. “Molecular genetics of epilepsy and mental retardation limited to females (EFMR).” 2010. Thesis, University of Adelaide. Accessed February 26, 2020. http://hdl.handle.net/2440/63720.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hynes, Kim Elizabeth. “Molecular genetics of epilepsy and mental retardation limited to females (EFMR).” 2010. Web. 26 Feb 2020.

Vancouver:

Hynes KE. Molecular genetics of epilepsy and mental retardation limited to females (EFMR). [Internet] [Thesis]. University of Adelaide; 2010. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/2440/63720.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hynes KE. Molecular genetics of epilepsy and mental retardation limited to females (EFMR). [Thesis]. University of Adelaide; 2010. Available from: http://hdl.handle.net/2440/63720

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Otago

15. McKelvey, Victoria Anne. The use of oral health services by adults with intellectual disability. A mixed methods study.

Degree: 2012, University of Otago

URL: http://hdl.handle.net/10523/2143

► Objectives The intent of this study was to explore the use of oral health services by a group of adults with an intellectual disability. Methods… (more)

▼ Objectives The intent of this study was to explore the use of oral health services by a group of adults with an intellectual disability. Methods The study was an explanatory mixed-methods design. It consisted of an initial collection and analysis of quantitative data, and a second qualitative phase. In the quantitative phase of the study, a clinical audit of oral health services provided for adults with intellectual disabilities was carried out for individuals who underwent a general anaesthetic for dental treatment at Christchurch Hospital during the period of 1 January 2005 to 31 December 2009. The second, qualitative phase was then conducted to investigate the experience and perceptions of individuals with an intellectual disability (and caregivers and guardians) relating to their oral health care. Fifteen semi-structured interviews were carried out with participants for 13 individuals with an intellectual disability who had a GA for dental treatment at Christchurch Hospital between 1 January 2009 and 31 December 2009. Ethical approval for this study was obtained from the Upper South A Regional Ethics committee in July 2009. Quantitative data were entered onto a database and analysed using SPSS version 17.0 (SPSS Inc, Chicago, USA). Qualitative data were analysed by manual coding and labelling of the data in order to identify patterns and themes that were expressed by the participants. Results The majority of individuals with intellectual disability who had dental treatment under GA at Christchurch Hospital in the 5-year period lived in care and many had severe medical issues. Most of the individuals had both restorative treatment and tooth extractions carried out under GA. The major concern for individuals with an intellectual disability was anxiety related to dental visits. Support people/guardians shared this concern, and played a vital role in helping to manage this anxiety. Many support people/guardians had difficulty identifying dental problems in those with an intellectual disability, and often relied on detection of changes in the individual’s behaviour or demeanour. While the majority of feedback on encounters with dental and medical staff was positive, problems with continuity of care were a concern. The time spent waiting in waiting rooms for check-ups or treatment was a frequently reported cause of stress to the respondents. In addition, some problems were identified with the way in which waiting areas were set up for this patient group. Conclusions As a group, these individuals present challenges for the provision of oral health care, given the severity of disability and the presence of systemic disease, and many require a high level of support for daily activities. When dental treatment is required, a GA is often necessary in order to carry out the treatment. There is potential to improve the service with a multidisciplinary approach to coordinate other health services during treatment episodes, the delivery of preventive oral health care, and the utilisation of… Advisors/Committee Members: Thomson, Murray (advisor).

Subjects/Keywords: oral health; intellectual disability

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APA (6^th Edition):

McKelvey, V. A. (2012). The use of oral health services by adults with intellectual disability. A mixed methods study. (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/2143

Chicago Manual of Style (16^th Edition):

McKelvey, Victoria Anne. “The use of oral health services by adults with intellectual disability. A mixed methods study. ” 2012. Masters Thesis, University of Otago. Accessed February 26, 2020. http://hdl.handle.net/10523/2143.

MLA Handbook (7^th Edition):

McKelvey, Victoria Anne. “The use of oral health services by adults with intellectual disability. A mixed methods study. ” 2012. Web. 26 Feb 2020.

Vancouver:

McKelvey VA. The use of oral health services by adults with intellectual disability. A mixed methods study. [Internet] [Masters thesis]. University of Otago; 2012. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10523/2143.

Council of Science Editors:

McKelvey VA. The use of oral health services by adults with intellectual disability. A mixed methods study. [Masters Thesis]. University of Otago; 2012. Available from: http://hdl.handle.net/10523/2143

University of Adelaide

16. Nicholl, Jillian. Detection of DNA copy number imbalance using array CGH.

Degree: 2010, University of Adelaide

URL: http://hdl.handle.net/2440/60194

► The association of constitutional chromosome imbalance in patients with intellectual disability with or without related dysmorphism and malformations is well established. The resolution of conventional… (more)

▼ The association of constitutional chromosome imbalance in patients with intellectual disability with or without related dysmorphism and malformations is well established. The resolution of conventional cytogenetic examination is limited to imbalances of 5-10Mb. Patients with characteristic phenotypes which allude to a specific microdeletion or duplication syndrome may be investigated using locus specific fluorescent in situ hybridisation (FISH). Subtelomere FISH, a recently new improvement for cytogenetics screening, detects subtelomeric rearrangements in around 6% of patients with idiopathic disability. However it is evident that for these patients, most do not have a recurrent pattern of dysmorphism or malformations suggesting imbalance in a particular chromosome region. Array CGH has the potential to detect chromosome imbalances beyond that of current technology allowing the whole genome can be screened in a single hybridisation at a resolution limited only by the genomic distance between the arrayed target clones. The aim of this study was to develop a custom whole genome array and utilize this array to screen a number of diverse patient groups. Rather than immediately begin with the development of a whole genome array a smaller pilot study was initiated, in so enabling the efficacy of the methodology to be tested. A small clinical/ subtelomere array was designed and constructed to screen for cytogenetic imbalances within the first 5Mb of each chromosome end (excluding acrocentric chromosomes) together with the number of known clinically significant regions. This clinical/subtelomere array (chapter 3), was ulilised to map the extent of deletion and/or duplication in patients with previously determined subtelomere abnormalities. This was followed with the screening of a small group of patients with idiopathic intellectual disability (chapter 4). Novel Copy number changes were identified together with a number of changes determined to be non-pathogenic variants. The methodology used in the utilization of this array could determine copy changes in patients, however it became clearly evident that the effective resolution was compromised when a number of clones were shown to map to other sites of the genome or cross hybridise to multiple sites. With this knowledge the next stage of the project, a whole genome array, primarily constructed from a FISH validated clone set, reduced the possibility of mapping discrepancies. These FISH mapped clones did not give a even genomic coverage. All clones from this set were mapped using Ensembl resources. Any identified gaps (greater than 1Mb) were covered using clones from a second clone set (32K), giving a resolution of ~0.2-1Mb. Three diverse groups of patients were screened using the whole genome array. Using a novel scoring system which evaluated degree of intellectual disability/developmental delay, dysmorphism, presence of malformations and the presence of an apparently balanced cytogenetic rearrangement, twenty five patients with idiopathic disability were assessed.… Advisors/Committee Members: Sutherland, Grant Robert (advisor), Yu, Sui (advisor), Connolly, Ashley (advisor), School of Paediatrics and Reproductive Health : Paediatrics (school).

Subjects/Keywords: array CGH; intellectual disability

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APA (6^th Edition):

Nicholl, J. (2010). Detection of DNA copy number imbalance using array CGH. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/60194

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nicholl, Jillian. “Detection of DNA copy number imbalance using array CGH.” 2010. Thesis, University of Adelaide. Accessed February 26, 2020. http://hdl.handle.net/2440/60194.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nicholl, Jillian. “Detection of DNA copy number imbalance using array CGH.” 2010. Web. 26 Feb 2020.

Vancouver:

Nicholl J. Detection of DNA copy number imbalance using array CGH. [Internet] [Thesis]. University of Adelaide; 2010. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/2440/60194.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nicholl J. Detection of DNA copy number imbalance using array CGH. [Thesis]. University of Adelaide; 2010. Available from: http://hdl.handle.net/2440/60194

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Sydney

17. Field, Barbara. Intellectual Disability and Society .

Degree: 2012, University of Sydney

URL: http://hdl.handle.net/2123/9390

► The aim of this thesis is to outline the story of intellectual disability from a medical perspective as experienced by the author during more than… (more)

Subjects/Keywords: intellectual disability; New South Wales

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APA (6^th Edition):

Field, B. (2012). Intellectual Disability and Society . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/9390

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Field, Barbara. “Intellectual Disability and Society .” 2012. Thesis, University of Sydney. Accessed February 26, 2020. http://hdl.handle.net/2123/9390.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Field, Barbara. “Intellectual Disability and Society .” 2012. Web. 26 Feb 2020.

Vancouver:

Field B. Intellectual Disability and Society . [Internet] [Thesis]. University of Sydney; 2012. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/2123/9390.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Field B. Intellectual Disability and Society . [Thesis]. University of Sydney; 2012. Available from: http://hdl.handle.net/2123/9390

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Queens University

18. Sarkar, Ahana. Stigma Experienced by Parents of Adults With Intellectual Disabilities .

Degree: Community Health and Epidemiology, 2010, Queens University

URL: http://hdl.handle.net/1974/5681

► Background: Stigma can not only affect the stigmatized individual, but also those closely associated with that individual, such as parents. Parents are often in the… (more)

▼ Background: Stigma can not only affect the stigmatized individual, but also those closely associated with that individual, such as parents. Parents are often in the role of primary caregivers for individuals with intellectual disabilities. However, few studies have looked at the experiences of stigma in parents of adults with intellectual disabilities. Objectives: Three objectives of the current study were to test the internal consistencies of three scales aimed to measure experiences of parents of adults with intellectual disabilities (two stigma scales and one scale looking at positive personal, perspective on life, and relational changes in parents), test the inter-correlation between the scales and describe the parents’ experiences. Methods: A self-administered survey containing the three scales was mailed to parents of adults with intellectual disabilities by agency staff on the investigators’ behalf. The participants were identified through a database of anonymized information about individuals with intellectual disabilities within the six counties of South Eastern Ontario. A total of 97 participants (parents) were eligible for the study. Results: The scale measuring positive changes experienced by parents had significant item non-response. However, all three scales achieved good to excellent internal consistencies when tested in the current sample. The two stigma scales were moderately correlated with one another in a positive direction, while the scale measuring positive changes in parents did not significantly correlate with either of the stigma scales. Mothers and younger parents (less than 65 years) were more likely to report that stigma affected their ability to interact with relatives than fathers and older parents. Parents of adults with dual diagnosis (having both an intellectual disability and mental health problems) were more likely to report that stigma affected their family’s quality of life than parents of adults with an intellectual disability only. Conclusion: Both of the stigma scales are recommended with caution, with recommendations ranging from rewording of items, change in item order within the survey, more conservative item response categories, reconsideration of dichotomizing responses and a mode of survey administration which lowers the potential for non-response. Certain groups of parents of adults with intellectual disabilities experience stigma differently than others.

Subjects/Keywords: Intellectual Disability; Stigma; Parents; Experiences

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APA (6^th Edition):

Sarkar, A. (2010). Stigma Experienced by Parents of Adults With Intellectual Disabilities . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sarkar, Ahana. “Stigma Experienced by Parents of Adults With Intellectual Disabilities .” 2010. Thesis, Queens University. Accessed February 26, 2020. http://hdl.handle.net/1974/5681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sarkar, Ahana. “Stigma Experienced by Parents of Adults With Intellectual Disabilities .” 2010. Web. 26 Feb 2020.

Vancouver:

Sarkar A. Stigma Experienced by Parents of Adults With Intellectual Disabilities . [Internet] [Thesis]. Queens University; 2010. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1974/5681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sarkar A. Stigma Experienced by Parents of Adults With Intellectual Disabilities . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Limerick

19. Barry, Aoife. Perspectives and power dynamics in inclusive research: experiences from an Irish context.

Degree: 2016, University of Limerick

URL: http://hdl.handle.net/10344/5741

► Introduction: The United Nations Convention on the Rights of Persons with Disabilities (CRPD) (United Nations 2006) outlines the accountability that state parties have to involve… (more)

Subjects/Keywords: intellectual disability; Irish context

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APA (6^th Edition):

Barry, A. (2016). Perspectives and power dynamics in inclusive research: experiences from an Irish context. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/5741

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Barry, Aoife. “Perspectives and power dynamics in inclusive research: experiences from an Irish context.” 2016. Thesis, University of Limerick. Accessed February 26, 2020. http://hdl.handle.net/10344/5741.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Barry, Aoife. “Perspectives and power dynamics in inclusive research: experiences from an Irish context.” 2016. Web. 26 Feb 2020.

Vancouver:

Barry A. Perspectives and power dynamics in inclusive research: experiences from an Irish context. [Internet] [Thesis]. University of Limerick; 2016. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10344/5741.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barry A. Perspectives and power dynamics in inclusive research: experiences from an Irish context. [Thesis]. University of Limerick; 2016. Available from: http://hdl.handle.net/10344/5741

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Cape Town

20. Strachan, Sarah-Jessica. An investigation of stress experienced by caregivers of children with intellectual disability in a Western Cape Province population.

Degree: MPhil, Psychiatry and Mental Health, 2019, University of Cape Town

URL: http://hdl.handle.net/11427/30993

► Background: Intellectual disability (ID) is described as a neurodevelopmental disorder which occurs during the developmental period and impacts intellectual as well as adaptive functioning across… (more)

▼ Background: Intellectual disability (ID) is described as a neurodevelopmental disorder which occurs during the developmental period and impacts intellectual as well as adaptive functioning across social, cognitive and practical domains. Approximately 3 percent of the South African population has mild to severe forms of ID. It is well described that caregivers of children with ID and other developmental disorders have higher levels of stress related to caring for their child than parents with typically developing children. However, little research has been reported in the South African context. Objectives: 1. To determine the nature and extent of self-reported symptoms of stress in caregivers of children with intellectual disabilities. 2. To establish which demographic variables and child factors are associated with carer stress. 3. To compare the nature and extent of self-reported stress and demographic and child variables associated with stress in carers of children with intellectual disability with the same measures reported by carers whose children are developing typically. Methods: This was a purposive, descriptive analytical study. Participants were 59 caregivers whose children attended Red Cross War Memorial Children’s Hospital outpatient clinics. The ID group comprised 35 caregivers of children with ID. The control Non-ID group had 24 caregivers of typically developing children. The children’s ages ranged from 2 to 10 years. Caregivers were administered a set of four questionnaires: a demographic questionnaire; the Parent Stress Index; the Hospital Anxiety and Depression Scale and the Aberrant Behaviour Checklist that rated the children’s behaviour. The data were analysed using IBM SPSS. Results: Both the ID and Non-ID groups showed elevated scores for self-reported anxiety. The ID group of caregivers reported significantly more problem behaviours in their children than the caregivers in the Non-ID group. Hyperactive behaviour predicted for depression in the caregiver ID group which also reported higher levels of stress and significantly higher levels of depression than the Non-ID group. 49 percent of the ID group caregivers reported levels of depression in the clinical range. Further, the ID group reported significantly more financial difficulties and also more appointments for their child at health facilities than the control group. Conclusion: Carers in this study setting experienced similar stresses and described similar child behavioural problems as those reported internationally. A significant finding was the high rate of caregivers of children with ID whose depression scores were in the clinical range. Child behaviour was a significant factor associated with caregiver stress and anxiety in both study groups and with depression in caregivers of children with ID. The study findings have implications for the mental health and behavioural support needs of both caregivers of typically developing children and caregivers of children with ID and for a range of services that provide this support. Advisors/Committee Members: Adnams, Colleen (advisor).

Subjects/Keywords: Intellectual Disability Mental Health

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APA (6^th Edition):

Strachan, S. (2019). An investigation of stress experienced by caregivers of children with intellectual disability in a Western Cape Province population. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/30993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Strachan, Sarah-Jessica. “An investigation of stress experienced by caregivers of children with intellectual disability in a Western Cape Province population.” 2019. Thesis, University of Cape Town. Accessed February 26, 2020. http://hdl.handle.net/11427/30993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Strachan, Sarah-Jessica. “An investigation of stress experienced by caregivers of children with intellectual disability in a Western Cape Province population.” 2019. Web. 26 Feb 2020.

Vancouver:

Strachan S. An investigation of stress experienced by caregivers of children with intellectual disability in a Western Cape Province population. [Internet] [Thesis]. University of Cape Town; 2019. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/11427/30993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Strachan S. An investigation of stress experienced by caregivers of children with intellectual disability in a Western Cape Province population. [Thesis]. University of Cape Town; 2019. Available from: http://hdl.handle.net/11427/30993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Rochester

21. Christensen, Julie J. Leisure and recreation preferences of adolescents with intellectual and developmental disabilities.

Degree: PhD, 2014, University of Rochester

URL: http://hdl.handle.net/1802/28461

► Quality of life for many adolescents with intellectual and developmental disabilities (IDD) is hindered by limited social connections, adversely impacting their ability to develop meaningful… (more)

▼ Quality of life for many adolescents with intellectual and developmental disabilities (IDD) is hindered by limited social connections, adversely impacting their ability to develop meaningful relationships. Leisure and recreation programs represent an important forum to increase opportunities for social engagement. However, research is needed to better understand how youth with IDD experience and utilize programs. The purpose of this study was to describe the experiences of adolescents with IDD within the leisure and recreation context. This qualitative descriptive study explored the factors considered when adolescents with IDD select leisure or recreation settings, the barriers and facilitators to participation, and the perception of the quality of social interactions experienced in programs. Two mixed group and two segregated leisure and recreation programs in Upstate New York were selected for participation, and eleven youth with IDD, between the ages of 11-19 years of age, were recruited for this study. A modified version of photovoice was utilized for data collection, allowing youth to capture and describe their experiences in their programs through the use of digital photography. Results of this study indicate that the opportunity to meet new people, develop intimate friendships, and have fun is most important to youth with IDD. This study also suggests that there is a need for both mixed group and segregated program settings. The quality of social interactions and feelings of social acceptance and inclusion were experienced differently between settings. Youth in mixed group programs often chose not disclose their disabilities, and opted to be passive participants in their programs. However, in segregated programs, youth openly identified as persons with disabilities, and were more willing to fully engage in program activities and take social risks. Recommendations for practice are provided, with emphasis on strategies to promote enhanced participation and acceptance of adolescents with IDD in leisure and recreation programs. Additionally, a discussion of potential changes in policy that might lead to improvements in program responsiveness to the needs of youth with IDD is offered.

Subjects/Keywords: Leisure; Recreation; Adolescents; Intellectual disability; Developmental disability

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APA (6^th Edition):

Christensen, J. J. (2014). Leisure and recreation preferences of adolescents with intellectual and developmental disabilities. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/28461

Chicago Manual of Style (16^th Edition):

Christensen, Julie J. “Leisure and recreation preferences of adolescents with intellectual and developmental disabilities.” 2014. Doctoral Dissertation, University of Rochester. Accessed February 26, 2020. http://hdl.handle.net/1802/28461.

MLA Handbook (7^th Edition):

Christensen, Julie J. “Leisure and recreation preferences of adolescents with intellectual and developmental disabilities.” 2014. Web. 26 Feb 2020.

Vancouver:

Christensen JJ. Leisure and recreation preferences of adolescents with intellectual and developmental disabilities. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1802/28461.

Council of Science Editors:

Christensen JJ. Leisure and recreation preferences of adolescents with intellectual and developmental disabilities. [Doctoral Dissertation]. University of Rochester; 2014. Available from: http://hdl.handle.net/1802/28461

University of Manchester

22. Powney, Melanie. Attachment and trauma in people with intellectual disabilities.

Degree: Thesis (D.Clin.Psy.), 2014, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/attachment-and-trauma-in-people-with-intellectual-disabilities(865e3b4c-be4a-4f80-ba5b-154c647aba9d).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.626962

► This thesis explored attachment in individuals with intellectual disability (ID). It investigated the role that attachment may have in presenting difficulties, including trauma symptoms, which… (more)

▼ This thesis explored attachment in individuals with intellectual disability (ID). It investigated the role that attachment may have in presenting difficulties, including trauma symptoms, which has a growing body of literature, particularly in people without ID. Paper 1 describes a systematic review of the available literature relating to the psychological well-being of young people with ID in the UK who are 'looked after children' (LAC) or who live away from their birth families. Evidence suggests that both LAC and people with ID, may be vulnerable to developing mental health difficulties. However, there is a paucity of research investigating the psychological well-being of young people with ID who are LAC or who live away from birth families. 17 studies were reviewed, which ranged between 21% and 71% in quality as measured by the QATSDD (Sirriyeh, Lawton, Gardner, & Armitage, 2012). . Only one study was found that directly focused on the psychological well-being of LAC with an ID. The available studies offered some insights into the prevalence, characteristics of young people with ID who are LAC or who live away from their birth families and some of the psychological difficulties they encounter. However, given the methodological limitations of the included studies, no firm conclusions could be drawn. Paper 2 describes an empirical study that investigated the relationship between attachment security and trauma symptoms in adults with ID. 27 staff and service users participated in the research. Service user participants completed a self-report questionnaire regarding trauma symptoms with the researcher and staff participants provided demographic information and completed questionnaires that measured attachment security, trauma symptoms, depressive mood and traumatic events in relation to the service user. No relationship was found between attachment security and trauma symptoms. However, it provided tentative evidence with respect to the type of traumatic events experienced by people with ID and of the prevalence of mental health difficulties in people with ID. There were however several methodological limitations, including a small sample size. Implications for future research and clinical practice are outlined. Paper 3 provides a critical and personally reflective account of undertaking the systematic review and empirical study as outlined above. Strengths and limitations of the research are interwoven throughout. Recommendations for future research and implications for practice are also considered.

Subjects/Keywords: 616.85; intellectual disability, learning disability, attachment, trauma

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

APA (6^th Edition):

Powney, M. (2014). Attachment and trauma in people with intellectual disabilities. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/attachment-and-trauma-in-people-with-intellectual-disabilities(865e3b4c-be4a-4f80-ba5b-154c647aba9d).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.626962

Chicago Manual of Style (16^th Edition):

Powney, Melanie. “Attachment and trauma in people with intellectual disabilities.” 2014. Doctoral Dissertation, University of Manchester. Accessed February 26, 2020. https://www.research.manchester.ac.uk/portal/en/theses/attachment-and-trauma-in-people-with-intellectual-disabilities(865e3b4c-be4a-4f80-ba5b-154c647aba9d).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.626962.

MLA Handbook (7^th Edition):

Powney, Melanie. “Attachment and trauma in people with intellectual disabilities.” 2014. Web. 26 Feb 2020.

Vancouver:

Powney M. Attachment and trauma in people with intellectual disabilities. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2020 Feb 26]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/attachment-and-trauma-in-people-with-intellectual-disabilities(865e3b4c-be4a-4f80-ba5b-154c647aba9d).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.626962.

Council of Science Editors:

Powney M. Attachment and trauma in people with intellectual disabilities. [Doctoral Dissertation]. University of Manchester; 2014. Available from: https://www.research.manchester.ac.uk/portal/en/theses/attachment-and-trauma-in-people-with-intellectual-disabilities(865e3b4c-be4a-4f80-ba5b-154c647aba9d).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.626962

Louisiana State University

23. Hattier, Megan Alice. Factor Analysis and Cut-Off Scores for the Autism Spectrum Disorders-Observation for Children.

Degree: PhD, Psychology, 2014, Louisiana State University

URL: etd-07072014-115319 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1200

► Optimal prognoses for children with Autism Spectrum Disorders (ASDs) often rely upon early intervention; thus, there has been a call for reliable and valid assessment… (more)

Subjects/Keywords: autistic disorder; diagnosis; intellectual disability; developmental disability

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APA (6^th Edition):

Hattier, M. A. (2014). Factor Analysis and Cut-Off Scores for the Autism Spectrum Disorders-Observation for Children. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07072014-115319 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1200

Chicago Manual of Style (16^th Edition):

Hattier, Megan Alice. “Factor Analysis and Cut-Off Scores for the Autism Spectrum Disorders-Observation for Children.” 2014. Doctoral Dissertation, Louisiana State University. Accessed February 26, 2020. etd-07072014-115319 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1200.

MLA Handbook (7^th Edition):

Hattier, Megan Alice. “Factor Analysis and Cut-Off Scores for the Autism Spectrum Disorders-Observation for Children.” 2014. Web. 26 Feb 2020.

Vancouver:

Hattier MA. Factor Analysis and Cut-Off Scores for the Autism Spectrum Disorders-Observation for Children. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2020 Feb 26]. Available from: etd-07072014-115319 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1200.

Council of Science Editors:

Hattier MA. Factor Analysis and Cut-Off Scores for the Autism Spectrum Disorders-Observation for Children. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-07072014-115319 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1200

University of Saskatchewan

24. Thiemann, Tara. Mental Health and Intellectual Disability: The Experiences of Disability Support Workers in Relation to the Mental Health Needs of Clients.

Degree: 2017, University of Saskatchewan

URL: http://hdl.handle.net/10388/7795

► Adults with intellectual disabilities are known to have a high prevalence of mental health problems. As with other Canadians, access to adequate mental health services… (more)

Subjects/Keywords: mental health; intellectual disability; disability support workers

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APA (6^th Edition):

Thiemann, T. (2017). Mental Health and Intellectual Disability: The Experiences of Disability Support Workers in Relation to the Mental Health Needs of Clients. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thiemann, Tara. “Mental Health and Intellectual Disability: The Experiences of Disability Support Workers in Relation to the Mental Health Needs of Clients.” 2017. Thesis, University of Saskatchewan. Accessed February 26, 2020. http://hdl.handle.net/10388/7795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thiemann, Tara. “Mental Health and Intellectual Disability: The Experiences of Disability Support Workers in Relation to the Mental Health Needs of Clients.” 2017. Web. 26 Feb 2020.

Vancouver:

Thiemann T. Mental Health and Intellectual Disability: The Experiences of Disability Support Workers in Relation to the Mental Health Needs of Clients. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10388/7795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thiemann T. Mental Health and Intellectual Disability: The Experiences of Disability Support Workers in Relation to the Mental Health Needs of Clients. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/7795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Cornell University

25. Buhrer, Eliza. Inventing Idiocy: Law, Land And The Construction Of Intellectual Disability In Late Medieval England .

Degree: 2013, Cornell University

URL: http://hdl.handle.net/1813/33850

► During the late thirteenth century the English Crown claimed the right to take the lands of so-called idiots into its possession, and developed a set… (more)

▼ During the late thirteenth century the English Crown claimed the right to take the lands of so-called idiots into its possession, and developed a set of juridical practices to assess whether these individuals were mentally competent enough to rule themselves and their property. This dissertation examines how these developments informed the way society imagined intellectual disability in the Middle Ages and beyond. Since the publication of Foucault's Madness and Civilization, scholars have treated insanity as a concept with a cultural history. Less however has been written about the conceptual history of "idiocy." People outside the academy naturally assume that intelligence and its absence are natural categories, while historians who work on the cultural history of intellectual disability tend to locate its emergence in early modern medical discourses. Rejecting both of these claims, Inventing Idiocy suggests that intellectual disability was not initially a medical concept, but an invention of medieval jurists and administrators concerned with practical matters of land and inheritance. For while a concept of idiocy existed in the Middle Ages, the idiocy that preoccupied medieval jurists had little to do with a specific idea of intelligence. Rather it was a narrow legal term, used to refer to people who were unable to manage landed wealth. People outside the legal profession had little idea what idiocy entailed, and no disorder resembling the law's idea of idiocy-or our own-existed in medieval medicine. Nevertheless hundreds of alleged idiots were called before the courts between the late thirteenth and early fifteenth centuries. Examining records of these inquisitions, I show that qualities associated with idiocy in later medical discourses reflected the idea of mental incompetency that arose in of these contested trials. In doing so, I reject the view that intellectual disability originated when medical discourse supplanted older religious constructions of foolishness, and is indeed medical in origin. Instead, I suggest that a stable and distinctive concept of intellectual disability entered Western thought when a category invented by lawyers to deal with practical problems of inheritance burgeoned beyond the legal sphere, and became assimilated into general culture. Advisors/Committee Members: Corpis, Duane Joseph (committeeMember), MacDonald, Scott C (committeeMember).

Subjects/Keywords: medieval England; history of disability; intellectual disability

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APA (6^th Edition):

Buhrer, E. (2013). Inventing Idiocy: Law, Land And The Construction Of Intellectual Disability In Late Medieval England . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/33850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Buhrer, Eliza. “Inventing Idiocy: Law, Land And The Construction Of Intellectual Disability In Late Medieval England .” 2013. Thesis, Cornell University. Accessed February 26, 2020. http://hdl.handle.net/1813/33850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Buhrer, Eliza. “Inventing Idiocy: Law, Land And The Construction Of Intellectual Disability In Late Medieval England .” 2013. Web. 26 Feb 2020.

Vancouver:

Buhrer E. Inventing Idiocy: Law, Land And The Construction Of Intellectual Disability In Late Medieval England . [Internet] [Thesis]. Cornell University; 2013. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1813/33850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buhrer E. Inventing Idiocy: Law, Land And The Construction Of Intellectual Disability In Late Medieval England . [Thesis]. Cornell University; 2013. Available from: http://hdl.handle.net/1813/33850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Melbourne

26. Vizel, Ilan. The choice agenda and the geography of housing for people with intellectual disabilities.

Degree: 2009, University of Melbourne

URL: http://hdl.handle.net/11343/35171

► The notion of choice is emerging as fundamental to new approaches to the provision of housing for people with intellectual disabilities. Choice is raised as… (more)

▼ The notion of choice is emerging as fundamental to new approaches to the provision of housing for people with intellectual disabilities. Choice is raised as a central theme in debates about state-funding distribution practices, allocation priorities, location, design and model of new housing developments and the overall aims of disability policy. For its advocates, this ‘choice agenda’ counters paternalistic traditions within the welfare state by offering individuals with disability more choice of where, how and with whom they live, respected as self-determining individuals in society. For its critics, the choice agenda is a neoliberal policy strategy to decrease government funding and responsibility for the provision of welfare services. In between, choice could be dismissed as empty rhetoric. My thesis examines these interpretations, aiming to offer a more coherent and critical understanding of choice as a basis for theory, policy and practice in housing for people with intellectual disabilities. Three main themes are considered, giving rise to a more critical conceptualization of choice. First, debates about civil-rights and redistribution are revisited and considered as sources from which competing discourses of choice emerge. Second, the individuality implied by choice is considered in light of the ‘community-care’ ethos. Third, an institutional perspective is applied to examine the role of ‘choice’ as a logic of practice within state administration. I examine these themes with a case study - housing for people with intellectual disabilities in the State of Victoria. Interviews were conducted with over fifty people, both users and providers of services in various positions and locations. Analysis explores the implications of the choice agenda on practices and decisions concerning the location and design of new housing developments, and on allocation of placements. The choice agenda has affected these practices in a way that reshapes the geography of housing for people with intellectual disabilities in Victoria.

Subjects/Keywords: housing; disability; intellectual disability; housing choice; geography

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

APA (6^th Edition):

Vizel, I. (2009). The choice agenda and the geography of housing for people with intellectual disabilities. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/35171

Chicago Manual of Style (16^th Edition):

Vizel, Ilan. “The choice agenda and the geography of housing for people with intellectual disabilities.” 2009. Doctoral Dissertation, University of Melbourne. Accessed February 26, 2020. http://hdl.handle.net/11343/35171.

MLA Handbook (7^th Edition):

Vizel, Ilan. “The choice agenda and the geography of housing for people with intellectual disabilities.” 2009. Web. 26 Feb 2020.

Vancouver:

Vizel I. The choice agenda and the geography of housing for people with intellectual disabilities. [Internet] [Doctoral dissertation]. University of Melbourne; 2009. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/11343/35171.

Council of Science Editors:

Vizel I. The choice agenda and the geography of housing for people with intellectual disabilities. [Doctoral Dissertation]. University of Melbourne; 2009. Available from: http://hdl.handle.net/11343/35171

University of Manitoba

27. Ratnayake, Iresha. Characteristics that determine complete physical examination rates in Manitobans with an intellectual or developmental disability: a retrospective cohort study.

Degree: Community Health Sciences, 2017, University of Manitoba

URL: http://hdl.handle.net/1993/32825

► Research shows significant health disparities between persons with and without intellectual and developmental disabilities (IDD). An annual comprehensive preventive care assessment which includes a complete… (more)

Subjects/Keywords: Intellectual disability; Developmental disability; Complete physical examination

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

APA (6^th Edition):

Ratnayake, I. (2017). Characteristics that determine complete physical examination rates in Manitobans with an intellectual or developmental disability: a retrospective cohort study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32825

Chicago Manual of Style (16^th Edition):

Ratnayake, Iresha. “Characteristics that determine complete physical examination rates in Manitobans with an intellectual or developmental disability: a retrospective cohort study.” 2017. Masters Thesis, University of Manitoba. Accessed February 26, 2020. http://hdl.handle.net/1993/32825.

MLA Handbook (7^th Edition):

Ratnayake, Iresha. “Characteristics that determine complete physical examination rates in Manitobans with an intellectual or developmental disability: a retrospective cohort study.” 2017. Web. 26 Feb 2020.

Vancouver:

Ratnayake I. Characteristics that determine complete physical examination rates in Manitobans with an intellectual or developmental disability: a retrospective cohort study. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1993/32825.

Council of Science Editors:

Ratnayake I. Characteristics that determine complete physical examination rates in Manitobans with an intellectual or developmental disability: a retrospective cohort study. [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32825

University of Wolverhampton

28. Croom, Sarah. The Development & Evaluation of a Mindfulness Group Intervention for People with Intellectual Disabilities.

Degree: 2016, University of Wolverhampton

URL: http://hdl.handle.net/2436/617864

► Background: Research has shown that mindfulness-based interventions (MBIs) can be effective in the treatment and management of a variety of psychological and physical health conditions.… (more)

Subjects/Keywords: Counselling; Psychology; Learning Disability; Learning Disabilities; Intellectual Disability; Intellectual disabilities; Mindfulness

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APA (6^th Edition):

Croom, S. (2016). The Development & Evaluation of a Mindfulness Group Intervention for People with Intellectual Disabilities. (Thesis). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/617864

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Croom, Sarah. “The Development & Evaluation of a Mindfulness Group Intervention for People with Intellectual Disabilities.” 2016. Thesis, University of Wolverhampton. Accessed February 26, 2020. http://hdl.handle.net/2436/617864.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Croom, Sarah. “The Development & Evaluation of a Mindfulness Group Intervention for People with Intellectual Disabilities.” 2016. Web. 26 Feb 2020.

Vancouver:

Croom S. The Development & Evaluation of a Mindfulness Group Intervention for People with Intellectual Disabilities. [Internet] [Thesis]. University of Wolverhampton; 2016. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/2436/617864.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Croom S. The Development & Evaluation of a Mindfulness Group Intervention for People with Intellectual Disabilities. [Thesis]. University of Wolverhampton; 2016. Available from: http://hdl.handle.net/2436/617864

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Morgan, Sheri A. Health Services Utilized by Community Dwelling Adults with Developmental Disability and Risk for Cardiovascular Disease Across Two Residential Settings.

Degree: PhD, Nursing, 2013, The Catholic University of America

URL: http://hdl.handle.net/1961/14889

►

Degree awarded: Ph.D. Nursing. The Catholic University of America

This descriptive, correlational study (N = 33) examined health-care services (services) used by community-dwelling adults with… (more)

▼

Degree awarded: Ph.D. Nursing. The Catholic University of America

This descriptive, correlational study (N = 33) examined health-care services (services) used by community-dwelling adults with developmental disability (DD) who have risk for developing cardiovascular disease (CVD). Tremendous change has occurred for adults with DD as they are living longer and have adopted lifestyles similar to their non-disabled peers. They have experienced increased rates of CVD and frequently die sudden deaths from untreated CVD. Using Aday's Theoretical Framework for the Study of Access to Medical Care, the purposes of this study were; 1) to describe the types of services used by these adults, 2) to determine if services used were those recommended by national treatment guidelines for prevention of CVD, and 3) to explore the relationships between the recommended services used and risk scores (measured by the 10-Year CVD Risk Calculator), residential setting, and functional status (measured by the World Health Organization's Disability Assessment Schedule II). Study participants and their knowledgeable proxies provided documents describing services used during the past year. Services used were compared to those recommended by the American Heart Association and American College of Cardiology Guidelines for the Prevention and Treatment of CVD. Study participants used publicly funded health insurance plans to obtain a myriad of services. Statistical analysis showed no correlation between the use of all services and the use of recommended services for CVD. Correlations were found between age (r = .711, p < 0.01, N = 33, 2-tailed) and need (r = .365, p < 0.05, N = 33, 2-tailed) and the use of recommended services for CVD. Use of recommended services was not related to residential setting or functional status of the study participants. Post hoc findings included: recommended services to prevent CVD were being delivered by family practice physicians during visits to address CVD, and no correlations were found between common socioeconomic health determinants (knowledgeable proxies' and adults' with DD education and income levels) and the use of recommended services for adults with DD. More research with larger sample sizes is needed to better understand the factors that influence the use of recommended services given this population's multitude of vulnerabilities.

Made available in DSpace on 2013-06-25T14:59:01Z (GMT). No. of bitstreams: 1 Morgan_cua_0043A_10439display.pdf: 1467734 bytes, checksum: da4e6c9232ec06a3880a86f304a0b409 (MD5)

Advisors/Committee Members: Paterson, Mary A. (Advisor), Moran, Barbara (Other), Jairath, Nalini (Other), Safer, Martin A. (Other), Donaldson, Linda P. (Other).

Subjects/Keywords: Nursing; Health sciences; Health care management; adults with developmental disability; adults with intellectual disability; cardiovascular disease and intellectual disability; disability; health services and intellectual disability; intellectual disability

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

APA (6^th Edition):

Morgan, S. A. (2013). Health Services Utilized by Community Dwelling Adults with Developmental Disability and Risk for Cardiovascular Disease Across Two Residential Settings. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/14889

Chicago Manual of Style (16^th Edition):

Morgan, Sheri A. “Health Services Utilized by Community Dwelling Adults with Developmental Disability and Risk for Cardiovascular Disease Across Two Residential Settings.” 2013. Doctoral Dissertation, The Catholic University of America. Accessed February 26, 2020. http://hdl.handle.net/1961/14889.

MLA Handbook (7^th Edition):

Morgan, Sheri A. “Health Services Utilized by Community Dwelling Adults with Developmental Disability and Risk for Cardiovascular Disease Across Two Residential Settings.” 2013. Web. 26 Feb 2020.

Vancouver:

Morgan SA. Health Services Utilized by Community Dwelling Adults with Developmental Disability and Risk for Cardiovascular Disease Across Two Residential Settings. [Internet] [Doctoral dissertation]. The Catholic University of America; 2013. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1961/14889.

Council of Science Editors:

Morgan SA. Health Services Utilized by Community Dwelling Adults with Developmental Disability and Risk for Cardiovascular Disease Across Two Residential Settings. [Doctoral Dissertation]. The Catholic University of America; 2013. Available from: http://hdl.handle.net/1961/14889

University of Illinois – Chicago

30. Pearson, Jennifer. Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities.

Degree: 2018, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/22725

► While federal policies such as NCLB, IDEA, and ESSA have placed increased accountability on states to deliver instruction aligned to the grade-level mathematics standards for… (more)

▼ While federal policies such as NCLB, IDEA, and ESSA have placed increased accountability on states to deliver instruction aligned to the grade-level mathematics standards for all students, teaching functional skills to students with significant intellectual disabilities remains a predominant practice. The purpose of this study was to explore mathematics instruction for high school students with significant intellectual disabilities (SID), factors that influenced special education teachers’ math instruction and curriculum design at the secondary level, and to determine barriers that may interfere with the delivery of standards-based mathematics instruction. A statewide sample of 75 Illinois secondary special educators who deliver math instruction to students with SID completed a survey that examined their perceptions related to the implementation of national mathematics standards and evidence-based practices in the areas of: (a) knowledge and familiarity with mathematics topics, (b) beliefs about mathematics instruction for students with significant intellectual disabilities, (c) preparation in mathematics instruction, (d) enactment of mathematics content and instructional strategies, and (e) challenges to teaching effective mathematics instruction. Respondents reported mostly teaching functional math skills, such as time and money to students with SID. Further, special education teachers determined the curriculum in isolation, with limited opportunities for collaboration. The findings also revealed that special education teachers endorsed stronger content knowledge of curriculum adaptations than mathematics subject matter. Though no predictors were found that contributed to the content taught, there was a large, positive correlation between how often each content area was taught to how important teachers rated the content area for their students with SID. Implications for research and practice are discussed. Advisors/Committee Members: Cushing, Lisa (advisor), Parker-Katz, Michelle (committee member), Maggin, Daniel (committee member), Talbott, Elizabeth (committee member), Smith, Everett (committee member), Cushing, Lisa (chair).

Subjects/Keywords: intellectual disability; math instruction; special education teacher; significant intellectual disability; severe disability; survey

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APA (6^th Edition):

Pearson, J. (2018). Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22725

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pearson, Jennifer. “Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities.” 2018. Thesis, University of Illinois – Chicago. Accessed February 26, 2020. http://hdl.handle.net/10027/22725.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pearson, Jennifer. “Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities.” 2018. Web. 26 Feb 2020.

Vancouver:

Pearson J. Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10027/22725.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pearson J. Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22725

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations