Stresses of Mothers Caring for an Older Adolescent Diagnosed with Autism: A Phenomenological Exploration

A review of the literature provides ample research about caregiver stress in relationship to healthcare needs, aging, and mental illness. However, there is limited research about caregiver stress in regard to families that care for a child with disability. Further limited in scope is research about mothers who care for an older adolescent with diagnosed autism. This qualitative phenomenological study explored the lived experience of six mothers caring for an older adolescent diagnosed with autism. The question about what causes stress resulted in findings: isolation, coping with their child\u27s challenging behaviors, and frustration with the establishment. The question about what helps to relieve stress resulted in findings: professional behavior or support teams, support from others, and church or spiritual connection. The question about what are the rewards or joys experienced resulted in finding: their child\u27s accomplishments. Implications of the present study are discussed in regard to recommendations for clinicians, advocacy groups, and organizations to create guidelines for services and intervention for mothers who care for an older adolescent diagnosed with autism. The electronic version of this dissertation is at OhioLink http://etd.ohiolink.edu

Stresses of Mothers Caring for an Older Adolescent Diagnosed with Autism: A Phenomenological Exploration

A review of the literature provides ample research about caregiver stress in relationship to healthcare needs, aging, and mental illness. However, there is limited research about caregiver stress in regard to families that care for a child with disability. Further limited in scope is research about mothers who care for an older adolescent with diagnosed autism. This qualitative phenomenological study explored the lived experience of six mothers caring for an older adolescent diagnosed with autism. The question about what causes stress resulted in findings: isolation, coping with their child\u27s challenging behaviors, and frustration with the establishment. The question about what helps to relieve stress resulted in findings: professional behavior or support teams, support from others, and church or spiritual connection. The question about what are the rewards or joys experienced resulted in finding: their child\u27s accomplishments. Implications of the present study are discussed in regard to recommendations for clinicians, advocacy groups, and organizations to create guidelines for services and intervention for mothers who care for an older adolescent diagnosed with autism. The electronic version of this dissertation is at OhioLink http://etd.ohiolink.edu

A Study to Categorize Adult Education Literature Through Donlevy and Donlevy\u27s Template of Perspectives

The following objectives were established to address this problem: 1. How effectively can adult education literature be categorized by using the Donlevy and Donlevy Template of Perspectives? 2. What recommendations can be made from these perspectives for the teaching of adult education principles

The Relationship of Lateral Eye Movements to Field-Dependence-Independence and Verbal and Performance Skills

Lateral eye movements and handedness as indexes of hemisphere asymmetry were compared to field-dependence-independence, as measured by Rod-and-Frame Test errors, and to Wechsler Verbal and Performance IQs. Consistent with previous research, the hypotheses predicted that persons with inconsistent lateral eye movements (ambilaterality) would have greater Rod-and-Frame errors (field-dependence) and lower Wechsler Verbal and Performance IQs. Subjects were 41 male undergraduates who were grouped according to their lateral eye movements in response to 20 reflective questions consisting of ten verbal (left-hemisphere) and ten spatial (right-hemisphere) questions. The response scoring resulted in 12 subjects with 70% or more lateral eye movements to the right who were classified as right-movers (left hemisphere dominant), 12 subjects with 70% or more lateral eye movements to the left who were classified as left-movers (right hemisphere dominant), and 17 subjects with inconsistent lateral eye movements who were classified as bidirectionals (ambilateral). Ambilaterals are assumed to have verbal functions equally represented in both hemispheres of the brain rather than left hemisphere specialization for that function. In addition to the subsequent administration of the handedness questionnaire, Rod-and-Frame Test, and the Wechsler, the existence of immediate or extended-family sinistrality (left-handedness) was also questioned. Statistical analysis by means of one-way analysis of variance, stepwise regression, and discriminant analysis yielded no significant differences between the three groups on measures of LEMs, handedness, Verbal IQ, Performance IQ, or Full Scale IQ. Chi square analysis of absence or presence of immediate or extended family sinistrality likewise yielded no significant results

Chapter One Reading Programs: Do Student/Family Factors Make A Difference?

Supplementary programs in basic skills, currently the Educational Consolidation Improvement Act - Chapter 1 - have been offered for over 25 years. Chapter 1 programs are typically in reading and math with the majority focusing on reading. School qualification for receiving federal Chapter 1 funds is based on whether or not the school serves low-income families; however, student eligibility to participate in a given school\u27s program is based upon student level of achievement

The Effects of Strategy Instruction for Writing and Revising Persuasive Quick Writes for Middle School Students with Emotional and Behavioral Disorders

A multiple baseline alternating treatment (A-B-C-D) design was used to evaluate the effectiveness of a writing and peer revision intervention. Eight middle school students enrolled in an alternative program for students with emotional and behavioral disorders received Self- Regulated Strategy Development (SRSD) for 10-minute quick writing and revision during planning. Assessment occurred across baseline, writing, and revision phases, and the last phase alternated between individual and peer revision. Measures included quality; number of traits and words; the ability of participants to identify, evaluate, and make revisions during planning; and the degree to which participants incorporated revision recommendations. Positive effects for writing and promise for peer revision were indicated. Implications for future research practice are discussed