A COMPARATIVE STUDY OF PERFORMANCE SCALE IQ'S AND SUBTEST SCORES OF DEAF CHILDREN ON THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN-REVISED
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PublisherThe University of Arizona.
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Degree ProgramGraduate College
Degree GrantorUniversity of Arizona
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How well are children's needs met in the children to children grief-support groupsLauver, Philip J.; Parrish, Pamela Jo, 1953- (The University of Arizona., 1994)The primary purpose of this study was to determine whether Children to Children's grief-support groups helped young participants cope with their grief, and which elements of the program were most helpful. The population for this study consisted of six bereaved children between the ages of 5 and 18 who were referred by Children to Children. The instrument used in this study was developed specifically to measure grief in children by self-report. Other information-gathering techniques were used to determine children's attributions for change and their view of their families before and after the loved one's death. It was found that the Children to Children grief-support groups were helpful to the participants. Participants cited two components of the program as most helpful: ritual, verbal sharing of the circumstances of the loved one's death, and being with other children who were going through a similar experience.
Systematic Review of Quality of Life for Family Members of Children with Autism Spectrum Disorder in Asia and Mindfulness Based Interventions for Children with Autism Spectrum Disorder and Their Parents: Mechanism, Evidence, and FeasibilityVincent, Kathleen; The University of Arizona College of Medicine – Phoenix; Melmed, Raun (The University of Arizona., 2019)Autism Spectrum Disorder (ASD) is a lifetime neurodevelopmental disorder with presence of symptoms early in development. About 1 in 68 children have been identified with ASD globally. Parents of children with ASD face diverse hurdles that can have a significant impact on their quality of life (QOL), and interventions may be able to improve these outcomes. A systematic review was conducted to assess the QOL for family members of children with ASD in Asia and to elucidate interventions that can impact QOL outcome measures. This study sought to synthesize QOL outcomes for parents of children with ASD across Asia by drawing from currently available primary research. It also sought to examine interventions that have been used in this population to investigate their impact on QOL outcomes in order to unveil the most efficacious interventions for impacting a given outcome. A total of 34 studies were included for review; 17 were used for quantitative analysis and 17 used for qualitative review. Parents of children with ASD in Asia were found to have lower QOL in the areas of general health, role physical, social, vitality, mental health, stress, and overall well-being than parents of typically developing (TD) children. High sense of coherence was shown to be associated with higher parental QOL and lower parental stress. Certain factors were found to be associated with higher sense of coherence including: male gender, parent age greater than 45, and child age greater than seven. Mothers were broadly found to have lower QOL than fathers. Mothers had a lower sense of coherence, lower health-related QOL, poorer overall well-being, and higher stress levels. Coping strategies that parents of children with ASD were found to use most often were religion and a focus on positive growth to create meaning. Not all interventions resulted in positive outcomes. A Mindfulness Based Intervention in Jordan positively impacted QOL outcomes. A Multidisciplinary Parent Education program in China had a significant positive impact on family functioning, while a Cognitive Behavioral Therapy (CBT) intervention for children with ASD decreased parental stress. Additionally, parents having and maintaining contact with parents in a similar situation helped improve well-being, parental stress and family functioning, following an intervention. This preliminary work investigating QOL for family members of children with ASD emphasizes the importance of discovering QOL outcome targets and pairing these with efficacious interventions that are specific to the needs of the population.
Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue JournalsNichols, Edward Gerard; Short, Kathy G.; McCarty, Teresa L.; Short, Kathy G.; McCarty, Teresa L.; Ruiz, Richard; Anders, Patricia L. (The University of Arizona., 2009)This dissertation is a teacher research study of the ways that young children author themselves by negotiating teacher authority in the context of their dialogue journals. The study detailed herein attempts to discover some of the ways in which young children negotiate teacher authority within the context of a dialogue journal.I collaborated with four second grade students in my multiage classroom who agreed to allow me to analyze the entries in their dialogue journals. We engaged in written dialogue in the context of their journals over two years, from when they were first graders in my multiage class until they left my class at the end of second grade.As a participant observer I used a form of discourse analysis called textual analysis, as mediated by Deborah Tannen's (2005, 2007) work in conversational analysis to unpack the negotiation of teacher authority revealed by the written interactions that took place in the context of the dialogue journals. This study explores the role that the children's personalities, textual competence and relationship with me as their teacher played in shaping their willingness and ability to negotiate teacher authority. It also explores the role my attitudes and actions had in fostering or hindering that negotiation.Implications include the use of ethnographic portraiture to establish context in teacher research, the importance of establishing routines that foster independence in classroom assignments, creating an atmosphere that encourages ownership of the activity in question, the necessity for the teacher to interact with the students in ways that allow them to control the conversation in their dialogue journals, and the importance of periodically reviewing the entire journals to counteract the myopic effect of reading only one journal entry per day. This last is important because when reading only one journal entry at a time it is possible to misinterpret the students' intent, lose sight of context or misinterpret the extent to which the students are engaged in writing in their dialogue journals.