Multiple disabilities - Dissertations

This is a listing of all dissertations relevant to the article multiple disabilities

Allen, K. H. (1985). Regression and recoupment of behaviors of severely multiple handicapped children: An evaluation of an extended school year program: Dissertation Abstracts International.
Aloot, P. O. (1983). A study of the effects of an educational program on the siblings of multiply handicapped children: Dissertation Abstracts International.
Al-Shatti, A. A. (1985). Using play as an intervention tool for severely handicapped children: Dissertation Abstracts International
Anderson, J. D. (1981). Positive and negative affective responses as developmental markers in moderately and severely handicapped infants and toddlers: Dissertation Abstracts International.
Bales, R. L. (1977). The effects of a positive electric field on the task performance and social behavior of emotionally disturbed elementary aged children with concomitant learning disabilities: Dissertation Abstracts International.
Banta, E. M. (1984). Perceptions of parent-child relations by parents and siblings of deaf-blind children: Dissertation Abstracts International.
Berlin, B. R. (1984). The assessment of an integrated program for severely multiply impaired and severely mentally impaired students: Dissertation Abstracts International.
Blyden, A. E. (1985). Color reversal and the acquisition and retention of survival vocabulary in spastic and nonspastic multi-handicapped adolescents with mental retardation: Dissertation Abstracts International.
Britton, J. L. (1982). The evaluation of the pre-verbal assessment-intervention profile for severely, profoundly and/or multi-handicapped individuals: Dissertation Abstracts International.
Burns, J. P. (1981). Use of a teach-test instructional procedure for training object permanence with severely multihandicapped students: Dissertation Abstracts International.
Cloninger, C. J. (1978). A comparison of sign language and plastic language for the acquisition of names of objects by severely handicapped youngsters: Dissertation Abstracts International.
Coleman, L. G. (1993). Determining effective strategies in communication intervention with children with multiple disabilities: Dissertation Abstracts International.
Cooper, M. A. (1987). The impact of individual and group instructional arrangements on skill acquisition by students with severe multiple handicaps: Dissertation Abstracts International.
Cottrell, G. T. (1992). A comparison of auditory brainstem response and middle latency response morphology between the normal infant and child and profoundly-involved multi-handicapped child: Dissertation Abstracts International.
Crossett, S. A. (1993). Mainstream teacher perceptions of adaptations and interventions necessary for the inclusion of multiply handicapped elementary students: Dissertation Abstracts International.
Crowe, T. K. (1991). Time use and role perceptions of mothers with young children: The impact of a child's disability: Dissertation Abstracts International.
Davidson, R. C. (1989). The feasibility of using child specific indexing behaviors as a basis for developing communication for visually impaired/multihandicapped young children: Dissertation Abstracts International.
Dreifuss, A. R. (1984). Patterns in the emergence of language of profoundly and severely mentally retarded and multiply handicapped persons: Dissertation Abstracts International.
Duke, J. M. (2008). Teaching students with multiple disabilities to respond to choices using photographs. Dissertation Abstracts International Section A: Humanities and Social Sciences.
Dyer-Grey-Cole, P. (1991). Substantial regression: Does it occur when multihandicapped, mentally retarded students do not atend summer programs? : Dissertation Abstracts International.
Elder, J. A. H. (1993). In-home communication intervention training for parents of multiply handicapped children: Dissertation Abstracts International.
Eskelund, E. A. (1973). Work sample scores as differential predictors of vocational success for the disabled: Dissertation Abstracts International Vol.
Finch, L. E. (1974). A curriculum rationale for severely retarded, multi-handicapped children: Dissertation Abstracts International.
Fishbach-Goodman, E. A. (1997). Training peer tutors to teach functional reading to students with multiple handicaps using constant time delay. Dissertation Abstracts International Section A: Humanities and Social Sciences.
Flexer, C. A. (1983). A comparison of auditory responsiveness between profoundly involved multiply handicapped children and normal infants: Dissertation Abstracts International.
Fowlkes, D. M. (1977). The provision of mental health programs and services in public residential schools and public day school programs for the hearing impaired: Dissertation Abstracts International.
Gable, R. A. (1978). An investigation of teacher planning and teacher-handicapped pupil interactions across categories of exceptionality: Dissertation Abstracts International.
Gardner, M. B. (1984). Improving the behavior of multiply handicapped students with severe behavior problems using a computer assisted teacher training system: Dissertation Abstracts International.
Gay, G. I. (1974). A Language Behavior Rating Scale for young multihandicapped children: Dissertation Abstracts International.
Gee, K. E. (1994). An experimental and qualitative investigation into the motivation and competence of peer interactions involving students with severe, multiple disabilities in middle school classrooms. Dissertation Abstracts International Section A: Humanities and Social Sciences.
Gombay, B. (2003). Disability matters: Expanding the community. Dissertation Abstracts International Section A: Humanities and Social Sciences.
Gonzales, W. R. (1978). Definition and needs of the severely retarded, multiply handicapped individual as perceived by professionals outside of special education: Dissertation Abstracts International.
Goode, D. A. (1980). Deaf-blind: An examination of extraordinary communication and its significance to the sociology of knowledge: Dissertation Abstracts International.
Greene Clarke, C. E. (1992). Classroom versus classroom and community training for students with severe multiple disabilities: Dissertation Abstracts International.
Hall, J. L. (1975). A comparison of the WISC and ITPA in a clinical population: Dissertation Abstracts International.
Hanopole, M. S. (1978). The effectiveness of allied professionals and nonprofessionals in the assessment of speech impaired, multi-handicapped school children: Dissertation Abstracts International.
Hardaway, B. D. (1989). Silent avoidance: The relationship between attitudes and physical impairments among deaf students: Dissertation Abstracts International.
Harris, A. R. (1983). The development of appropriate work behaviors in deaf multiply handicapped adolescents: Dissertation Abstracts International.
Harvin, E. L. (1984). The Oakland Unified School District's Development Center for the Handicapped, 1962-1980: Dissertation Abstracts International.
Helprin, B. L. (1989). The effect of active stimulation on the cognitive development of profoundly retarded multiply handicapped adults: Dissertation Abstracts International.
Herringshaw, P. M. (1993). Comparison of a severely mentally impaired/severely multiply impaired population in a segregated and in an integrated educational program using the Vineland Adaptive Behavior Scales: Dissertation Abstracts International.
Horn, E. M. (1989). An investigation of the efficacy of a microcomputer-mediated intervention of gross motor skills for young children with multiple handicaps: Dissertation Abstracts International.
Huer, M. B. (1982). Responsibilities and competencies: A survey of speech-language pathologists employed in centers for the multi-handicapped: Dissertation Abstracts International.
Jensema, C. K. (1982). Methods of communication used by and with deaf-blind children and youth in classroom settings: Dissertation Abstracts International.
Jones, H. L. (1988). A comparative analysis of Black and White multiply handicapped youth on acceptance of disability: Dissertation Abstracts International.
Jones, M. L. (1984). Exploratory behavior of the profoundly multihandicapped: Dissertation Abstracts International.
Kranz, G. C. (1977). Attitudes toward the development of new minimum program standards for classrooms serving the severely and/or multiply impaired: Dissertation Abstracts International.
Kubat, A. R. (1974). The demonstration and modification of verbal responses to supervision in a sheltered workshop: Dissertation Abstracts International.
Kushman, K. M. (1976). A comparison of the effects of integrated and non-integrated preschool experience on degrees of social participation among able-bodied and multiply physically handicapped children: Dissertation Abstracts International.
Lahm, E. A. (1988). Software designed to teach young multiply handicapped children to use the computer for controlling their environment: A validation study: Dissertation Abstracts International.
Laitinen, R. E. (1993). An investigation of equivalence class formation within single and combined stimulus dimensions: Dissertation Abstracts International.
Lake, L. M. (1986). The effects of prompting and reinforcing on social interaction of visually and multiply handicapped young children: Dissertation Abstracts International.
Landesman-Dwyer, S. (1975). A description and modification of the behavior of nonambulatory, profoundly mentally retarded children: Dissertation Abstracts International.
Larosa, V. R. (2007). Validation of preference assessment involving persons with varying degrees of multiple disabilities through contingent and non-contingent stimulus use in daily activity routines. Dissertation Abstracts International: Section B: The Sciences and Engineering.
Lazzari, A. M. (1984). Parent versus professional perception of mothers' adjustment to their multihandicapped offspring: Dissertation Abstracts International.
Leary, J. P. (1989). The relationship of coping with chronic stress and faith development in women: Mothers of multihandicapped children: Dissertation Abstracts International.
Lehr, D. H. (1982). Effects of practice opportunities on acquisition of discrimination skills among severely handicapped students: Dissertation Abstracts International.
Levey, J. C. (1991). The effects of outcome-specific identity match-to-sample training on the emergence of stimulus-control and stimulus-reinforcer relations: Dissertation Abstracts International.
Lippman, J. G. (1979). A sensory-motor integration program for multiply handicapped non-verbal children: Dissertation Abstracts International.
Lovett, S. (1989). Some experiments with technology for the profoundly mentally handicapped: Dissertation Abstracts International.
McInerney, W. F. (1983). Conditioned eyeblink responding: An index of learning and memory in profoundly mentally retarded, multiply handicapped young children: Dissertation Abstracts International.
Mike, D. G. (1992). Literacy and the multiply disabled: An ethnography of classroom interaction: Dissertation Abstracts International.
Mulhauser, M. B. (1994). An experimental study of the impact of contingency awareness on expressive communicative initiations of students with profound multiple disabilities. Dissertation Abstracts International Section A: Humanities and Social Sciences.
Mulholland, R. R. (1990). A comparison of five combinations of instruction and practice upon the performance of functional skills in natural environments by students with severe handicaps: Dissertation Abstracts International.
Myers, C. A. (1981). Performance of preschool multiply handicapped children on measures of IQ, receptive vocabulary, expressive language, and prepositional knowledge: Dissertation Abstracts International.
Noonan, E. E. (1979). The use of the orienting response as an indicator of selective auditory stimulation in the educational evaluation process of multiply handicapped individuals: Dissertation Abstracts International.
Ochipa, D. T. (1991). The development of a conceptual framework of art for mentally retarded adults who are multiply handicapped and are living in restricted facilites: Dissertation Abstracts International.
O'Connell, C. Y. (1976). Errorless discrimination procedures for matching set to numeral: Dissertation Abstracts International.
Palmer, B. J. (1993). Addressing kindergarten teachers' concerns in the integration of SMD students: A cross-site case study: Dissertation Abstracts International.
Park, Y. S. (1990). The sources of stress in parents of multiply handicapped children: Dissertation Abstracts International.
Patterson, S. H. (1981). Training counselors for residential camping with the multihandicapped: A comprehensive evaluation: Dissertation Abstracts International.
Penn, P. H. (1982). A comparison of self-controlled versus teacher-controlled visual stimulation on attending and collateral behaviors of profoundly retarded multihandicapped students: Dissertation Abstracts International.
Rahman, M. M. (1994). Categorization and discrimination of facial expressions by persons with multiple handicaps. Dissertation Abstracts International: Section B: The Sciences and Engineering.
Reeder, A. S. (2003). Long latency auditory evoked potentials and behavior state conditions among children with severe, multiple disabilities. Dissertation Abstracts International Section A: Humanities and Social Sciences.
Reid, D. H. (1976). An analysis of variables affecting leisure activity behavior of multihandicapped retarded persons: Dissertation Abstracts International.
Roberts, S. I. (1993). An investigation and analysis of behavior state conditions and related environmental events among children and youth with multiple severe and profound disabilities: Dissertation Abstracts International.
Ross, D. B. (1993). A nonaversive behavioral approach to reducing and controlling hand-mouthing in students with visual impairments who also have multiple disabilities: Dissertation Abstracts International.
Sapp, D. N. (1976). Development, status and effects of the Prince George's County multiply handicapped work study program: Dissertation Abstracts International.
Saur, W. G. (1981). Social networks and family environments of mothers of multiply, severely handicapped children: Dissertation Abstracts International.
Schreiber, M. S. (1998). Assessing comprehension effects using an interspersal intervention for sight word acquisition with dually diagnosed residential students. Dissertation Abstracts International Section A: Humanities and Social Sciences.
Scolamiero, B. T. (1985). A program of coordinated psychological services for the multiply handicapped population of an urban private special education facility: Dissertation Abstracts International.
Selinske, J. E. (1990). A functional relationship between the comprehensive application of behavior analysis to a school including students, teachers, and supervisors and learning effects of visually impaired multihandicapped students: Dissertation Abstracts International.
Slocumb, P. R. (1981). An examination of the effects, side-effects, and generalization effects of a positive practice and modified positive practice overcorrection procedure: Dissertation Abstracts International.
Spevack, S. M. (2007). Assessing stimulus preferences and testing stimuli as reinforcers for children and adults with profound mental retardation and multiple disabilities. Dissertation Abstracts International: Section B: The Sciences and Engineering.
Stobbs, K. J. (1993). Peer group strategies used by language-impaired, multihandicapped girls in a free-time interaction: Dissertation Abstracts International.
Stolarski, V. S. (1991). Stress levels experienced by family members of visually impaired and multihandicapped-visually impaired children: Dissertation Abstracts International.
Strauss, L. C. (1982). The effects of tactile stimulation on the communicative, social-emotional, and motor behaviors of deaf-blind multihandicapped infants: Dissertation Abstracts International.
Sullivan, P. M. (1979). A comparison of administration modifications on the WISC-R Performance Scale with different categories of deaf children: Dissertation Abstracts International.
Tincani, M. J. (2003). Effects of selection-based versus topography-based communication training on the acquisition of mands by children with autism and multiple disabilities. Dissertation Abstracts International Section A: Humanities and Social Sciences.
Tinsley, T. (1983). The multi-handicapped blind in the residential schools for the blind in the United States: Dissertation Abstracts International.
York, J. S. (1975). Evaluation of residential facilities for the multihandicapped: Dissertation Abstracts International.
Yu, M. M. (1981). Personal defensive disposition and coping ability among parents of deaf-blind multi-handicapped children: Dissertation Abstracts International.
Zimmerman, J. W. (1982). Social interaction patterns between blind multi-impaired infants and their mothers: An analysis of the process: Dissertation Abstracts International.
Zysman, S. A. (1980). Therapeutic feeding: A method of training the profoundly mentally retarded multiply handicapped: Dissertation Abstracts International.