Special Education Theses and Dissertations

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Browsing Special Education Theses and Dissertations by Content Type "Thesis / Dissertation"

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    An Analysis of the Effects of Using Direct Measures in a Competency Based Professional Education Program: An Example in Nursing
    (University of Oregon, 1973-08) Dean, Diana Hill
    The purpose of this study is to demonstrate the serial relationship between behavioral criteria (competencies) and the measured evidence of the application of the competencies by the learner. Specifically, our task is twofold: 1) to describe the development of a competency based educational program; and 2) to measure the application of those competencies by the learner in clinical field settings. The specified competencies are select behaviors from a nursing curriculum. This study concentrates on the educational process and the application of specified behavior during the learning period. No attempt is made to examine the relative merits of the select behaviors or to measure the effects of the application of nurse behavior on changes in patient health status. The author starts with the basic assumptions that: 1) education (learning) is a developing science; 2) special education contributes substantially to the development of educational technology; 3) professional education shares some common concerns with special education, and 4) the educational process for nursing education has the same attributes as education in general.
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    The Relationship Between Changes in Child Social Behaviors and Reading Ability Resulting From a Concurrent Program of Counseling for Mothers and Remedial Reading for Their Children
    (University of Oregon, 1973-03) Bishop, Bruce Kingsley
    The relationship between reading retardation and emotional problems has been extensively investigated. There have been at least five hundred studies on this topic in the last fifty years. Unfortunately, the effect has produced little resolution that has proven to be of value in remediating reading problems. Most of these studies provide evidence that reading retardation and emotional problems are functionally or developmentally related. However, there is a considerable difference of opinion as to the number of children with reading problems who also have emotional problems. Many studies have attempted to delineate characteristics which differentiate the retarded reader from the nonretarded reader. Differentiating characteristics have included facets of personality and intellectual, educational and social functioning. Most evidence indicates that retarded readers can be distinguished from nonretarded readers on a number of characteristics of relevance to this study. These characteristics will be discussed later in this chapter. This study takes the point of view that a lack of precision and comprehensiveness in specifying behavioral variables -- and not the absence of a functional relationship between reading problems and emotional problems -- is the primary reason for the lack of a greater consensus that retarded and nonretarded readers can be differentiated on emotional characteristics. The primary contention in the study reported here is that reading problems and emotional problems interact significantly and, further, that this interaction negatively affects a child's social and academic development. Consequently, the concurrent amelioration of those child social behaviors which are considered to be maladjustive by significant others (in this case, mothers) should significantly increase the efficacy of a remedial reading program. It seems that only by selecting and investigating samples in this way can the emotional content of reading problems be given any practical meaning.
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    The Study of Retardation in the Public Schools of Eugene, Oregon
    (University of Oregon, 1922) Douglass, Leigh C.
    A twofold purpose obtained in making the following study. The first purpose, which guided the greater part of the work, was that of determining the extend, causes and cost of retardation in a typical larger sized Oregon town. The second purpose was to determine what measure will reduce the present rate of retardation.
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    The Effects of an Interactive Reading Intervention on Early Literacy Development and Positive Parenting Interactions for Young Children of Teenage Mothers
    (University of Oregon, 2000-08) Williams, Khaliyah D.
    Of all the skills young children can acquire, reading is one they will use the most. Reading is a valuable skill in our society, and is basic to one's education (Dzama & Gilstrap, 1983). In particular, young children of teenage mothers who do not engage in prereading activities may not develop the early literacy skills that provide a foundation for later reading achievement. Increasing book reading with young children may be a powerful way of introducing them to a lifelong relationship with literature, and may reduce the risk of reading failure. This study examined the short-term effects of an interactive reading intervention designed to facilitate early literacy development and positive parenting interactions for young children of teenage mothers. This school-based intervention involved reading activities and strategies that were designed to support storybook reading between parent-child dyads. The goal of the intervention was to support teenage mothers reading aloud to their young children for 15 minutes at least 2 days per week. Thirty-two parent-child dyads were assigned randomly to one of two groups, (a) interactive reading intervention, and (b) a "wait-list control" group. Each group was comprised of 16 parent-child dyads. The study consisted of 1 week of baseline and 6 weeks of intervention. To examine the effects of the interactive reading intervention, a measure of early literacy skills was obtained from the Stony Brook Family Reading Survey and the Early Literacy Development Observation Assessment. A measure of positive parenting behaviors also was obtained from the Stony Brook, the Dyadic Parent-Child Interaction Coding System, and the Coder Impression Rating Scale. Engaged time and treatment integrity were also examined. Pre- and post-test scores were obtained on all measures. Results were analyzed using multiple, one-way, analyses of covariance (ANCOV A). Group (intervention and control) was the between-subjects factor, and pretest was the covariate. Overall, the interactive reading intervention appeared to facilitate more time engaged in reading for all children, and resulted in gains on early literacy development for young children who demonstrated low early literacy skills at pretest. There was no effect on positive or negative parenting behaviors. Teenage mother's perceptions of treatment and social validity indicated a general consensus of overall satisfaction and enjoyment of the shared reading activity with their child.