National Center on Severe and Sensory Disabilities at the University of Northern Colorado

Dissertations in Significant Support Needs

View a list of dissertations related to the education of students with significant support needs. This category includes issues such as severe disabilities, severe/profound disabilities, multiple disabilities, mental retardation, developmental delay, significant support needs, traumatic brain injury, autism, severe needs, and deafblind.

2008

Brasfield, C. D. (2008). An exploration of the stressors, coping resources, and resiliency of rural mothers of children with special needs. Unpublished Ph.D., Georgia State University, United States -- Georgia. 3300995
Connor, C. (2008). Teachers' integration of assistive technology. Unpublished Ph.D., University of Virginia, United States -- Virginia. 3294807

2007

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. Unpublished Ph.D., Southern Illinois University at Carbondale, United States -- Illinois. 3264782
Schoger, K. D. (2007). Perceptions of attitudinal barriers to effective implementation of inclusion. Unpublished Ph.D., University of Houston, United States -- Texas. 3289809
Smith, H. (2007). Why do they go? Reasons for the attrition of paraeducators working with high school students having severe disabilities. Unpublished Ph.D., Capella University, United States -- Minnesota.3289809
Spevack, S. M. (2007). Assessing stimulus preferences and testing stimuli as reinforcers for children and adults with profound mental retardation and multiple disabilities. Unpublished Ph.D., University of Manitoba (Canada), Canada.NR22119
Vitztum-Komanecki, J. M. (2007). Community integration and inclusion: Developmental outcomes for preschoolers with disabilities in inclusive settings. Unpublished Ph.D., Indiana University, United States -- Indiana. 3274267
Weiner, R. (2007). Teacher and student perspectives on the inclusion and mainstreaming of children with moderate and severe cognitive disabilities. Unpublished Ph.D., University of Maryland, College Park, United States -- Maryland. 3277421

2006

Bouck, E. C. (2006). When Denver is not a country, but a state: Studying the enactment of functional curriculum in two rural categorical secondary programs. Unpublished Ph.D., Michigan State University, United States -- Michigan. 3216115
Clark, C. D. (2006). Teaching choice making to children with visual impairments and multiple disabilities in preschool and kindergarten classrooms. Unpublished Ph.D., The University of Utah, United States -- Utah.3241834
Cash, E. R. (2006). The effects of autism and Asperger's syndrome: Linking specific behaviors to parental stress. Dissertation Abstracts International, 67(1), 533B. (UMI No. 3205133)
Crockett, M. A. (2006). English language learners with severe disabilities: A statewide survey of special education teachers and speech-language pathologists in Utah. Dissertation Abstracts International, 67(6), 2112A. (UMI No. 3223403)
D'Angelo, H. H. (2006). The effects of inquiry-based science on the social and communicative skills of students with low-incidence disabilities. Dissertation Abstracts International, 67(3), 896A. (UMI No. 3209980)
DeVito, D. (2006). The communicative function of behavioral responses to music by public school students with autism spectrum disorder. Dissertation Abstracts International, 67(6), 2089A.
Dickerson, M. L. (2006). Countering the disproportionate number of African American students placed in special education: The pre-referral process. University of Pennsylvania (UMI No. 3227709)
Dugan, K. T. (2006). Facilitating independent behaviors in children with autism employing picture activity schedules. Dissertation Abstracts International, 67(8), 4694B. (UMI No. 3230863)Greer-Paglia, K. (2006). Examining the effects of creative dance on social competence in children with autism: A hierarchical linear growth modeling approach. Dissertation Abstracts International, 67(6), 3482B. (UMI No. 3221596)
Groft, M. R. (2006). How do adapted physical education specialists determine how, what, and where to teach students with autism. Dissertation Abstracts International, 66(9), 3250A. (UMI No. 3189343)
Hansongkitpong, K. (2006). Stimulus overselectivity and categorization ability of preschoolers with autism. Dissertation Abstracts International, 67(6), 3452B. (UMI No. 3221033)
Hanzlicek, V. A. (2006). The Kansas Alternate Assessment and instructional planning for special education teachers: A case study of implications for students with severe disabilities. Dissertation Abstracts International, 67(6), 2033A. (UMI No. 3223355)
Horrocks, J. L. (2006). Principals' attitudes regarding inclusion of children with autism in Pennsylvania public schools. Dissertation Abstracts International, 67(2), 409A. (UMI No. 3203817)
Kirk, S. S. (2006). Review and analysis of case law involving public school students with autism and Asperger syndrome: Rights and responsibilities. Dissertation Abstracts International, 67(2), 519A. (UMI No. 3208100)
Knoth, S. K. (2006). Essential accommodations for students with sensory impairments: Perceptions from the field. Dissertation Abstracts International, 67(10), 450A. (UMI No. 3238405)
McQuin, R. U. (2006). Understanding special education in America: Perspectives concerning our past, present, and future. Dissertation Abstracts International, 66(11), 3982A. (UMI No. 3196729)
Rush, C. D. (2006). Reading parenting narratives of parents of children with disabilities. Dissertation Abstracts International, 67(6), 2115A. (UMI No. 3221623)
Shacar, A. J. (2006). Parenting an autistic child: A qualitative analysis of parents' perceived needs. Dissertation Abstracts International, 67(7), 4137B. (UMI No. 3224162)
Shogren, K. A. (2006). Examining the measurement of self-determination and its individual and ecological predictors in students with disabilities. Dissertation Abstracts International, 67(1), 145A. (UMI No. 3206261)
Spillane, A. E. (2006). The relative effectiveness of two approaches to abuse prevention for individuals with moderate to severe disabilities. Unpublished Ph.D., Columbia University, United States -- New York.3213615
Vigil, J. (2006). Experiences of teachers of students with severe disabilities. Unpublished Ph.D., The University of New Mexico, United States -- New Mexico.3230847
Wong, C. S. (2006). Play and joint attention of children with autism in the preschool classroom. Dissertation Abstracts International, 67(7), 2534A. (UMI No. 3226028)

2005

Arndt, K. L. (2005). 'They should know they have Usher syndrome around here': College students who are deafblind. Dissertation Abstracts International, 66(8), 2889A. (UMI No. 3186474)
Brannan, S. A. (2005). An exploration of interdisciplinary collaboration when serving students with moderate and severe disabilities at the middle and high school levels: A current snapshot of perceived barriers and opportunities. Dissertation Abstracts International, 66(9), 3264A. (UMI No. 3191212)
Correnty, J. M. (2005). Inclusion: Where have we been? Where are we going? And how will we get there? Dissertation Abstracts International, 66(6), 2168A. (UMI No. 3180194)
Estrada-Hernandez, N. (2005). Severity of disability as a factor influencing the employment outcomes of students with disabilities. Dissertation Abstracts International, 65(7), 2500A. (UMI No. 3139350)
Harris, J. L. (2005). A case study of Head Start disability policy implementation. Dissertation Abstracts International, 66(12), 4350A. (UMI No. 3196703)
Kreiner, J. L. (2005). Development of a vocabulary-free leisure interest assessment instrument for individuals with severe developmental disabilities and communication difficulties. Dissertation Abstracts International, 66(5), 1715A. (UMI No. 3176613)
Lapka, C. M. (2005). A case study of the integration of students with disabilities in a secondary music ensemble. Dissertation Abstracts International, 66(7), 2525A. (UMI No. 3182301)
Middleton, D. (2005). Effects of severity and age of children with autism spectrum disorders on parental attitudes toward educational placement. Dissertation Abstracts International, 66(11), 6284B. (UMI No. 3194744)
Paleo, S. (2005). Preschool treatment of autism spectrum disorders: Analysis of a combined approach. Dissertation Abstracts International, 65(9), 4845B. (UMI No. 3148819)
Rose, T. E. (2005). An investigation of variables predicting the amount of time secondary students with severe disabilities spend in leisure education and physical activity. Dissertation Abstracts International, 66(10), 3610A. (UMI No. 3191769)
Wang, P. (2005). Effects of a parent training program for teaching children with autism in the People's Republic of China. Dissertation Abstracts International, 66(5), 1719A. (UMI No. 3174919)
Yang, C. (2005). Training teachers to use strategies supporting social interaction for children with moderate to severe disabilities in inclusive preschool classrooms. Dissertation Abstracts International, 67(2), 522A. (UMI No. 3207847)
Young, H. C. (2005). A survey of knowledge and implementation of best practices for inclusion by personnel prepared to teach students with severe disabilities. Dissertation Abstracts International, 65(7), 2562A. (UMI No. 3139115)

2004

Atchison, P. A. W. (2004). A program audit of the John S. Charlton Program in Delaware for students with autism and mental disabilities. Dissertation Abstracts International, 64(11), 3911A. (UMI No. 3112654)
Cameron, D. L. (2004). An analysis of teacher-student interactions in inclusive classrooms. Unpublished Ph.D., Kent State University, United States -- Ohio. 3133666
Carter, E. W. (2004). Factors influencing social interaction among high school students with severe disabilities and their general education peers. Dissertation Abstracts International, 65(3), 889A. (UMI No. 3127234)
Elmore, J. C. (2004). Recovery of language function after traumatic brain injury: The case study of Andrew. Dissertation Abstracts International, 65(5), 2621B. (UMI No. 3133435)
Estrada-Hernandez, N. (2004). Severity of disability as a factor influencing the employment outcomes of students with disabilities. Unpublished Ph.D., The University of Iowa, United States -- Iowa. 3139350
Grenier, M. A. (2004). Inclusion in physical education for students with severe disabilities. Dissertation Abstracts International, 65(5), 1715A. (UMI No. 3132787)
Hoppestad, B. S. (2004). Essential elements for assessment of persons with severe neurologic impairments for computer access utilizing assistive technology devices: A Delphi study. Unpublished Ed.D., The University of Tennessee, United States -- Tennessee. 3126883
Johnston, R. (2004). Toward refined instruction through inclusion: Evaluation of an elementary school inclusion program. Dissertation Abstracts International, 65(3), 780A. (UMI No. 3126384)
Lohrmann, S. (2004). General education teachersâ€™ experiences successfully including students with developmental disabilities who engage in challenging behaviors in general education settings using positive practices. Dissertation Abstracts International, 65(5), 1733A. (UMI No. 3133482)
Riesen, T. J. (2004). Are entry-level special education teachers prepared to meet the transition needs of students with severe disabilities? An analysis of state special education licensing standards and teacher education programs. Dissertation Abstracts International, 65(1), 116A. (UMI No. 3118180)
Ruiz, P. J. (2004). The experiences of selected bilingual autistic children in a bilingual elementary special education classroom. Dissertation Abstracts International, 64(11), 3935A. (UMI No. 3111009)
Yanish, T. (2004). The utility of the MMPI-2 Work Interference Scale with severe traumatic brain injury and stroke patients. Dissertation Abstracts International, 65(10), 3757A. (UMI No. NQ96341)
Young, H. C. (2004). A survey of knowledge and implementation of best practices for inclusion by personnel prepared to teach students with severe disabilities. Unpublished Ph.D., University of Maryland, College Park, United States -- Maryland. 3139115

2003

Bullard, H.R. (2003). A comparative case study examining the processes of learning to read between a child with autism and his non-autistic twin. Dissertation Abstracts International 64(6), 2040A. (UMI No. 3095995)
Carpenter, H.M. (2003). Using naturalistic teaching strategies (NaTS) to promote coordinated joint attention and gestures in children with autism. Dissertation Abstracts International 64(2), 950B. (UMI No. 3079291)
Causton-Theoharis, J.N.(2003). Increasing interactions between students with severe disabilities and their peers via paraprofessional training. Dissertation Abstracts International 64(8), 2839A. (UMI No. 3101362)
Delano, M.E. (2003). The effects of social stories on the social engagement of children with autism. Dissertation Abstracts International 64(7), 2444A. (UNI No. 3097261)
Doster, B.D. (2003). Case studies of three inclusive classrooms and the social interaction among students with cognitive impairments and their typical peers. Dissertation Abstracts International 64(6), 2041A. (UMI No. 3096082)
Fullerton, C.H. (2003). Teaching picture discrimination to children with autism: An examination of the influence of two different stimulus fading procedures on the acquisition and maintenance of simple stimulus discriminations. Dissertation Abstracts International 64(4), 1173A. (UMI No. 3087753)
Hagen, J.L. (2003). Sustained attention and processing speed in children with traumatic brain injury (TBI) and children with attention-deficit hyperactivity disorder (ADHD). Dissertation Abstracts International 64(5), 2388B. (UMI No. 3090736)
Holman, K. C. (2003). Sociocommunicative and play skills in young children with autism spectrum disorders. Dissertation Abstracts International, 64(11), 4009A. (UMI No. 3112565)
Hoppe, S.E. (2003). The effects of computer-assisted instruction on communicative interactions and disruptive behavior for individuals with autism. Dissertation Abstracts International 64(3), 796A. (UMI No. 3082937)
Kroupina, M.G. (2003). Cognitive functions in post-institutionalized children. Dissertation Abstracts International 64(6), 2959B. (UMI No. 3095470)
Kunstmann, A.H. (2003). A path analysis for factors affecting Head Start teachers' beliefs about inclusion. Dissertation Abstracts International 64(6), 1966A. (UMI No. 3093668)
Luce, J. B. (2003). The effects of sensory motor therapy on the stereotypic movements of children with disorders on the autistic spectrum. Dissertation Abstracts International, 64(3), 1524B. (UMI No. 3086677)
Mancini, K. A. G. (2003). Meeting fears and concerns: Perceptions regarding the inclusion of students who are medically fragile in the early childhood classroom. Unpublished Ed.D., Texas Tech University, United States -- Texas. 3108712
Marsh, L.N.B. (2003). The portrayal of people with mental retardation in contemporary children's literature. Dissertation Abstracts International 64(8), 2841A. (UMI No. 3103737)
McCaleb, K. N. (2003). The relationship between brain injury, brain injury indicators, and the provision of school services. Dissertation Abstracts International, 64(11), 4010A. (UMI No. 3110921)
McIntyre, L.L. (2003). The transition to school: Adaptation in young children with and without developmental delays. Dissertation Abstracts International 64(7), 2384A. (UMI No. 3096774)
McNerney, E.K. (2003). Videotape communication between school and clinic and the effects on teacher behavior and generalization of expressive language to classroom settings for children with autism. Dissertation Abstracts International 64(6), 2929A. (UMI No. 3093300)
Mcquillan, C.H. (2003). The effect of contingent auditory stimulation of self-initiated movement on three quality of life measures in young children with severe multiple disabilities. Dissertation Abstracts International 64(8), 2842A. (UMI No. 3100467)
Micheli, D.M. (2003). The analysis and synthesis of litigating a free appropriate public education (FAPE) as it relates to students who are classified as autistic: An investigation of New Jersey administrative law decisions. Dissertation Abstracts International 64(2), 462A. (UMI No. 3081027)
Owen-DeSchryver, J.S. (2003). Promoting social interactions between students with autism and their peers in inclusive school settings. Dissertation Abstracts International 64(9), 3246A. (UMI No. 3106837)
Provencal, S.L. (2003). The efficacy of a social skills training program for adolescents with autism spectrum disorders. Dissertation Abstracts International 64(3), 1504A. (UMI No. 3083611)
Roth, K.L. (2003). Community physical recreation and students with intellectual disabilities: Program evaluation, educational placement comparisons, and post-school outcomes. Dissertation Abstracts International 64(8), 2823A. (UMI No. 3103327)
Shieh, S. (2003). Perceptions of Chinese families and educators of students with severe disabilities on the importance of collaboration. Dissertation Abstracts International, 65(4), 1320A. (UMI No. 3130586)
Skulina, J.A. (2003). Paraprofessionals in general education environments: A comparison of parent perceptions and classroom observations. Dissertation Abstracts International 64(2), 362A. (UMI No. 3079390)
Smail, K.M. (2003). The relationship of muscular strength and balance on work performance measures in high school students with mental retardation. Dissertation Abstracts International 64(2), 442A. (UMI No. Not Available)
Stoner, J.B. (2003). Parental perceptions of the interactions between parents of young children with autism spectrum disorders and education professionals. Dissertation Abstracts International 64(4), 1220A. (UMI No. 3087875)
Taub, D.A. (2003). Signs and signifiers: Flexible categorizations of autism. Dissertation Abstracts International 64(2), 558A. (UMI No. 3081892)
Walters-Remaly, M.A. (2003). A study of essential characteristics of paraeducators who work with students with severe/profound cognitive and/or multiple disabilities. Dissertation Abstracts International 64(3), 861A. (UMI No. 3085107)
Wells, J.C. (2003). Group instruction for students with autism spectrum disorders: Implications for professional development. Dissertation Abstracts International 64(5), 1603A. (UMI No. 3090538)
Winterman, K.G. (2003). Facilitating the social inclusion of children with autism spectrum disorders in responsive elementary classrooms. Dissertation Abstracts International 64(6), 2044A. (UMI No. 3093400)

2002

Clark-Boll, R. D. (2002). School-based occupational therapists' reported frames of reference, therapeutic approaches, assessment practices, and goals for students with moderate to severe disabilities. Dissertation Abstracts International 63(9), 3152A. (UMI No. 3065109)
Colasent, R. G. (2002). Defining literacy for students with multiple and severe disabilities: An investigation of the literacy perceptions of teachers in self-contained urban classrooms. Dissertation Abstracts International, 63(12), 4202A. (UMI No. 3073717)
Duff, D. L. (2002). Negotiating uncertainty following a severe traumatic brain injury: Family impact and influence. Dissertation Abstracts International 63(8), 3654B. (UMI No. NQ71669)
Gonsier-Gerdin, J. A. (2002). Alexander and his friends: An ethnographic case study of the social relationships between students in a full inclusion elementary school. Dissertation Abstracts International 63(9), 3152A. (UMI No. 3063618)
Kasa-Hendrickson, C. R. (2002). Participation in the inclusive classroom: Creating success for non-verbal students with autism. Dissertation Abstracts International, 63(3), 903A. (UMI No. 3046836)
Malnik-Stein, S. E. (2002). The Family-Focused Assistance Program for children with disabilities and their families. Dissertation Abstracts International, 63(10), 4912B. (UMI No. 3067820)
Nussbaum, R. (2002). Broken promises, fulfilled: A partial-inclusion program for students with severe learning disabilities at the middle school level. Dissertation Abstracts International, 63(10), 3518A. (UMI No. 3068420)
Tincani, M. J. (2002). Effects of selection-based versus topography-based communication training on the acquisition of mands by children with autism and multiple disabilities. Dissertation Abstracts International 63(7), 2506A. (UMI No. 3059341)

2001

Alotaibi, B. N. (2001). The use of constant time delay in the acquisition of incidental learning when teaching functional sight word/phrases recognition to students with moderate and severe disabilities. Dissertation Abstracts International 62(12), 4117A (UMI No. 3035752)
Bornman, J. (2001). The development of a primary-level communication intervention protocol for children with severe disabilities. (Doctoral Dissertation, University of Pretoria (South Africa), 2001). Dissertation Abstracts International 63(2), 491.
Clark, D. M. (2001). The influence of a school task force on school reform efforts to educate students with severe disabilities in general education settings. Dissertation Abstracts International 63(1), 138A (UMI No. 3039751)
Filce, H. G. (2001). Knowledge and skills needed by teachers of students with severe disabilities: An analysis of three perspectives. Dissertation Abstracts International 62(11), 3740A. (UMI No. 3033920)
Griffin, S. L. (2001). Ecological validity of neuropsychological assessment in severe traumatic brain injury. Dissertation Abstracts International 62(8), 3801B. UMI No. 3022630)
Hwang, B. (2001). Methodology for the selection and evaluation of computer input devices for people with functional limitations. Dissertation Abstracts International 62(4), 2005B. (UMI No. 3013149)
Ke, C. (2001). The impact of acute hyponatraemia on severe traumatic brain injury (TBI) in rats. Dissertation Abstracts International 62(1), 97B. (UMI No. 3001540)
Knobel, M. M. (2001). Use of functional communication to reduce inappropriate mealtime behavior: Treating individuals with multiple handicapping conditions for food refusal. Dissertation Abstracts International 62(8), 2727A. (UMI No. 3022641)
Machella, J. B. (2001). Inclusion of students with multiple disabilities: Qualitative case studies in elementary schools. Dissertation Abstracts International, 62(9), 3015A. (UMI No. 3027906)
McGhie-Richmond, D. R. (2001). Incorporating the affective to enhance the cognitive: A case study of exemplary teaching. Dissertation Abstracts International 62(11), 3742A. (UMI No. NQ63624)
Patterson, P. P. (2001). The status of teachers providing health care to students with severe disabilities in California schools: Incidence, training, and support. Dissertation Abstracts International 63(5), 1785A. (UMI No. 3054792)
Rose, J. L. (2001). State mandated assessments: Teacher perceptions and accommodation-making. Dissertation Abstracts International 62(10), 3348A. (UMI No. 3028804)
Sheehey, P. H. (2001). Hawaiian families' involvement in special education: A cultural perspective. Dissertation Abstracts International, 62(10), 3349A. (UMI No. 3030197)
Simmerman, S. (2001). Direct and indirect effects of young adult characteristics on mothers' and fathers' well-being in families with young adults with severe disabilities. Dissertation Abstracts International, 62(7), 2386A. (UMI No. 3021403)
Sulner, I. D. (2001). Enhancing teacher effectiveness in a school serving students with multiple and profound disabilities using learning-style materials, methodologies, and an adaptive curriculum. Dissertation Abstracts International, 62(1), 130A. (UMI No. 3000411)
Uribe, C. P. (2001). A school-based program design focusing on positive psychology to assist physically challenged children. Dissertation Abstracts International 63(1), 571B. (UMI No. 3040659)
Wiseman, K. A (2001). Long-term outcomes of moderate to severe traumatic brain injury. Dissertation Abstracts International 62(1), 568B. (UMI No. 3002431)
Workman, D. J. (2001). The process of psychospiritual maturation in adult-acquired severe physical disability: A grounded theory. Dissertation Abstracts International 62(10), 4505B. (UMI No. 3029608)

2000

Antommaria, A. H. M. (2000). Not quite good enough: A critical reading of Paul Ramsey's medical indications policy. Dissertation Abstracts International 61(10), 4046A. (UMI No. 9990524)
Carter, W. A. (2000). 'Set free' without stereotypes and prejudices: Multiple perspectives on facilitating elementary inclusion for graduates of an inclusive preschool. Dissertation Abstracts International, 61(7), 2658A. (UMI No. 9977959)
Dye, M. K. (2000). 'Getting back into the swing of things': A Rogerian portrait of living with traumatic brain injury. Dissertation Abstracts International 63(1), 175B. (UMI No. 3040752)
Dymond, S. K. (2000). The effectiveness of a participatory research approach to evaluating an inclusive school program. Dissertation Abstracts International 61(4), 1356A. (UMI No. 9968270)
Elson, V. M. (2000). The social and economic impact on families of children with severe disabilities. Dissertation Abstracts International 61(7), 2659A. (UMI No. 9980650)
Kang, Y. A. (2000). The perceptions of Taiwanese parents to their young children with disabilities (China). Dissertation Abstracts International 61(7), 2660A. (UMI No. 9980450)
Krause, J. K. (2000). Inclusive practices for students with severe disabilities: A case study revisiting an original GATEWAYS project site, 1988-1999. Dissertation Abstracts International, 61(4), 1240A (UMI No. 9969906)
Loan, T. D. (2000). Predictors of ICU outcome among adults with severe traumatic brain injury. Dissertation Abstracts International 61(7), 3509B. (UMI No. 9980817)
McCurdy, A. E. (2000). Differences in neuropsychological performance among traumatic brain-injured and learning-disabled adults. Dissertation Abstracts International, 61(12), 6753B. (UMI No. 9999475)
McMullen, V. B. (2000). General case instruction in the teaching of nonsymbolic signals to learners with multiple disabilities. Dissertation Abstracts International 61(6), 2255A. (UMI No. 9974662)
Miller, M. J. (2000). A descriptive study of the high school administrator in the implementation of inclusive education for severely disabled students. Dissertation Abstracts International, 61(10), 3950A. (UMI No. 9991694)
Mukherjee, D. (2000). Multiple perspectives, one decision: An ethnographic study of life support withdrawal after severe traumatic brain injury. Dissertation Abstracts International 61(10), 5575B. (UMI No. 9990095)
Piscitelli, V. (2000). The effects of an integrative preschool program on the language development and social competence of children with disabilities. Dissertation Abstracts International 61(6), 2179A (UMI No. 9976193)
Ricciato, D. (2000). Teacher perceptions regarding new knowledge needed for inclusion of children with severe multiple disabilities. Dissertation Abstracts International 61(2), 567A. (UMI No. 9961595)
Rogers, J. F. (2000). Invitations to literacy: A case study of a child with autism. Dissertation Abstracts International 61(8), 3121A. (UMI No. 9984201)
Yu, Y. (2000). The development of a Functional Math Inventory in Rasch framework: An integrated approach for constructing instruments for assessing students with severe disabilities. Dissertation Abstracts International 61(5), 1812A. (UMI No. 9970394).

1999

Barnes, S. B. (1999). The MOVERTM Curriculum: An application of contemporary theories of physical therapy and education. Dissertation Abstracts International 61(7), 2656A. (UMI No. 9981950)
Conatser, P. K. (1999). Aquatic instructors' beliefs toward teaching individuals with disabilities: The theory of planned behavior. Dissertation Abstracts International 60(10), 3612A. (UMI No. 9948478)
Cooney, B. F., Jr. (1999). Perspectives of professionals, parents, and young adults with severe disabilities on the transition from school to adult life. Dissertation Abstracts International 61(3), 943A. (UMI No. 9964523)
Duenas, R. A. (1999). Assessment of problem solving skills for traumatically brain injured adults. Dissertation Abstracts International 60(4), 1849B. (UMI No. 9927752)
Feeley, K. M. (1999). Examining the use of negative teaching exemplars in establishing a general requesting response in young children with severe disabilities. Dissertation Abstracts International 60(8), 3896B. (UMI No. 9944357)
Felz, Jeffrey Nelson (1999). Preparing for full inclusion: Identifying factors that influence the favorable initial entry of students with severe orthopedic disabilities into the general education elementary school classroom. Dissertation Abstracts International 60(7), 2377A. (UMI No. 9939029)
Fields, S. L. (1999). The effects of technology use by an individual with severe or multiple disabilities within the educational environment: A case study. Dissertation Abstracts International 60(6), 1979A. (UMI No. 9935532)
Gilberts, G. H. (1999). The effects of peer-delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms. Dissertation Abstracts International 60(4), 1079A. (UMI No. 9926523)
Hanna, B. J. (1999). The business of home: A Habermasian look at alternative housing for people with severe physical disabilities (Juergen Habermas). Dissertation Abstracts International 60(12), 4626A. (UMI No. 9953943)
Hause, S. N. (1999). Inclusion as experienced by young children in a preschool classroom: A qualitative investigation. Dissertation Abstracts International 60(12), 4312A (UMI No. 9955545)
Low, M. L. (1999). The role of vision in language learning: Relationships between visual acuity, looking behavior, and fast-mapping of novel words onto novel objects in children with moderate to severe disabilities. Dissertation Abstracts International 60(8), 2869A (UMI No. 9941743)
MacMillan, P. J. (1999). Vulnerability to disability following traumatic brain injury. Dissertation Abstracts International 60(6), 2951B. (UMI No. 9936666)
Magnusson, M. (1999). Child health services: Effectiveness and parental satisfaction (Sweden). Dissertation Abstracts International 60, 58.
Sandusky, B. J. (1999). The effects of inclusion on elementary students with severe disabilities in the general education program. Dissertation Abstracts International 60(8), 2871A. (UMI No. 9942218)
Shiel, A. M. (1999). Assessment and recovery of cognitive behaviours and cognitive impairment after severe traumatic brain injury. Dissertation Abstracts International 61, 185.
Spillane, M. M. (1999).The effect of instructional method on symbol acquisition by students with severe disabilities. Dissertation Abstracts International 60(11), 3966A. (UMI No. 9951307)
Stafford, A. M. (1999). Preference variability and the instruction of choice-making with students with severe intellectual disabilities. Dissertation Abstracts International 60(4), 1082A. (UMI No. 9926049)
Winkelman, C. (1999). The effect of backrest position on intracranial pressure and cerebral perfusion pressure in brain-injured adults. Dissertation Abstracts International 60(11), 5439B. (UMI No. 9949280)
Wong, P. P. (1999). Mathematical models of cognitive recovery and impairment profile after severe traumatic brain injury. Dissertation Abstracts International 60(10), 5237B. (UMI No. NQ43457)

1998

Brewer, R. D. (1998). A qualitative exploration of the effects of a behavior support training process: Assessing, developing, and implementing effective plans for two students with severe disabilities and puzzling behaviors. Dissertation Abstracts International 59(8), 2923A. (UMI No. 9902404)
Casement, R. A. M. (1998). The impact of a holistic literacy learning environment for children with severe multiple and emotional/behavioral disabilities. Dissertation Abstracts International 59(5), 1523A. (UMI No. 9832037)
Cornett, J. Y. (1998). An investigation of the reliability and validity of two transdisciplinary play-based assessment methods: The open-ended and objective-based observation coding procedures. Dissertation Abstracts International 60(4), 1908B. (UMI No. 9924345)
Dexter, M. E. (1998). The effects of Aided Language Stimulation upon verbal output and augmentative communication during storybook reading for children with pervasive developmental disabilities. Dissertation Abstracts International 59(5), 1524A. (UMI No. 9832861)
Gardner, P. M. (1998). A systematic observation of exemplary general education teacher behaviors in full inclusion classrooms: Promoting positive social interactions between nondisabled students and students with severe disabilities. Dissertation Abstracts International 59(8), 2924A. (UMI No. 9901936)
Hieneman, M. E. E. (1998). A descriptive analysis of factors contributing to the effectiveness of community-based behavioral support for children with severe disabilities (Doctoral dissertation, University of South Florida, 1998). Dissertation Abstracts International. (source: ADD X1998 )
Hoffman, C. B. (1998). Challenging society's conventional wisdom as incorporated into the field of rehabilitation: A descriptive study of women with disabilities who have transformed their lives. Dissertation Abstracts International 59(6), 1921A. (UMI No. 9837527)
Householder, D. L. (1998). The employer's role in transition services for the individuals with multiple disabilities. Dissertation Abstracts International 59(11), 4118A. (UMI No. 9911120)
Knickelbein, B. A. (1998). Descriptions of secondary education students' interactions and relationships with students with severe disabilities. Dissertation Abstracts International 60(2), 389A. (UMI No. 9919303)
Kokkonen, Eeva-Riitta (1998). Effect of chronic physical diseases since childhood on mental health disorders in early adulthood. (Doctoral Dissertation, Oulun Yliopisto (Finland), 1998). Dissertation Abstracts International 61, 148.
Larson, M. J. (1998). The use of functional assessment and analysis to accelerate the social communication targets of children with severe multiple disabilities at home and school. Dissertation Abstracts International 59(9), 3403A. (UMI No. 9907925)
Li, T. (1998). The effectiveness of a multimedia Morse code learn-by-doing system on written work for persons with severe physical disabilities. Dissertation Abstracts International 59(5), 1526A. (UMI No. 9832927)
Mu, K. (1998). Peer interactions and social relationships of high school students with moderate or severe disabilities in inclusive classrooms: A comparative study. Dissertation Abstracts International 59(11), 4105A. (UMI No. 9912691)
Segal, Aina. (1998). The effects of a therapeutic riding program at Oak Park School: A descriptive case study. Dissertation Abstracts International 59(3), 738A (UMI No. 9828774)
Wilson, B. A. (1998). Peer tutoring in the context of cooperative learning: Including middle school students with moderate to severe disabilities in content area classes. Dissertation Abstracts International 60(1), 98A. (UMI No. 9916064).

1997

Barbe, J. M. (1997). A description of inclusive program implementation for students with severe disabilities in four sites. Dissertation Abstracts International 58(7), 2599A. (UMI No. 9800505)
Chiplin-Williams, G. J. (1997). The effects of peer-mediated versus adult-mediated intervention on learning community and domestic skills. Dissertation Abstracts International 58(10), 3886A. (UMI No. 9812333)
Courtney, L. J. (1997). Posttraumatic stress disorder symptomatology in family caregivers of persons with recent traumatic brain injuries: An exploratory study. Dissertation Abstracts International 58(5), 1916A. (UMI No. 9734906)
Eno-Hieneman, M. E. (1997). A descriptive analysis of factors contributing to the effectiveness of community-based behavioral support for children with severe disabilities: Perceptions of informed participants. Dissertation Abstracts International 58(11), 4232A. (UMI No. 9815431)
Garcia, J. (1997). Deficits in the perception and Expression of facial emotions in a patient with severe traumatic brain injury. Dissertation Abstracts International 58(6), 3357B. (UMI No. 9735173)
Ginsberg, J. P. (1997). A test of residual memory deficits after recovery from severe traumatic brain injury: Dissociation of priming of perceptual identification from recognition of word stimuli. Dissertation Abstracts International 59(1), 417B. (UMI No. 9822838)
Gutentag, S. S. (1997). Differentiation of children with severe traumatic brain injury and normal children on the cognitive assessment system. Dissertation Abstracts International 58(2), 975B. (UMI No. 9721102)
Hill, M. L. (1997). A qualitative study of the challenges and opportunities for persons of color with special needs who use wheelchairs for mobility. Dissertation Abstracts International 58(9), 3472A. (UMI No. 9809840)
Hyman, S. B. (1997). Curriculum reform: Increasing the learning effects for students with severe disabilities. Dissertation Abstracts International 58(6), 2167A. (UMI No. 9737953)
Latshaw, P. A. (1997). Inclusion: Its effect on the academic progress of first- and second-grade regular education students in social studies and science. Dissertation Abstracts International 58(3), 674A. (UMI No. 9724249)
Maddox, J. I. (1997). Mother and special education preschool teacher perceptions of the communicative competence of children with severe, multiple disabilities. Dissertation Abstracts International 58(2), 422A. (UMI No. 9722339)
Mamer, L. A. (1997). Vision in persons ages 9-21 with visual and multiple disabilities exposed to a systematic program of vision stimulation. Dissertation Abstracts International 58(8), 3087A. (UMI No. 9806131)
Neal, J. D. (1997). Teacher interactions with students with and without severe disabilities in inclusive classrooms. Dissertation Abstracts International 59(7), 2445A. (UMI No. 9841355)
Payne, P. R. (1997). Reaggregation: Parents of children with severe disabilities merge two worlds. Dissertation Abstracts International 58(10), 3890A (UMI No. 9812737)
Pryde, J. B. (1997). A case study including elementary students with severe disabilities in regular education. Dissertation Abstracts International 60(2), 390A. (UMI No. 9920561)
Reinoehl, R. B. (1997). Intervention with individuals who have severe disabilities: General case instruction of communication and a methodological critique of drug intervention for self-injury. Dissertation Abstracts International 58(6), 2953B. (UMI No. 9737233)
Rulo, M. A. (1997). Characteristics of regular educators who include moderately and severely disabled students in their classroom. Dissertation Abstracts International 58(8), 3089A. (UMI No. 9803814)
TenNapel, S. A. (1997). Comparative effects of high-probability request sequences and noncontingent reinforcement on the compliance of students with severe disabilities. Dissertation Abstracts International 58(7), 3914B. (UMI No. 9801017)
Ventura, L A. (1997). A study of the educational programs serving three children with severe special needs. Dissertation Abstracts International 58(6), 2163A. (UMI No. 9737592)
Verderber, J. M. S (1997). Middle school students' intention to participate in physical education activities with peers who have severe disabilities. Dissertation Abstracts International 58(5), 1638A. (UMI No. 9730924)
Ward, T. A. (1997). The effect of learners with moderate and severe disabilities on peers without disabilities in elementary school classrooms. Dissertation Abstracts International 58(6), 2163A. (UMI No. 9735786)
Williams, L. J. (1997). Membership in inclusive classrooms: Middle school students' perceptions. Dissertation Abstracts International 58
Zake, S. M. (1997). What are they saying? An investigation of the communication between children with severe disabilities and those who care about them. Dissertation Abstracts International 58(6), 2077A. (UMI No. 9736771).

1996

Bashinski, S. M. (1996). Interactive multimedia technology as an instructional tool for teachers of students with profound or multiple disabilities. Dissertation Abstracts International 57(7), 2979A. (UMI No. 9637299)
Black, J. W. (1996). Ghost, guest, and classmate: student membership and teacher decision-making in the design of curricular and instructional adaptations for students with severe disabilities in inclusive classrooms (special needs). Dissertation Abstracts International 57(6), 2431A. (UMI No. 9633008)
Drasgow, E. (1996). The influence of motivation and response competition on the generalized use of a newly learned requesting form in three children with severe disabilities. Dissertation Abstracts International 57(11), 4696A (UMI No. 9712260).
Fishbach-Goodman, E. A. (1996). Training peer tutors to teach functional reading to students with multiple handicaps using constant time delay. Dissertation Abstracts International 57(10), 4258A. (UMI No. 9707995)
Fisher, D. B. (1996). Organizational climate, typical student attitudes, and parent satisfaction: a study of a traditional and an inclusive high school (disabilities). Dissertation Abstracts International 57(1), 46A. (UMI No. 9617438)
Fisher, M. M. (1996). Putting support in place: an examination of the effects of a support system for middle school students with severe disabilities during school programs. Dissertation Abstracts International 57(1), 168A. (UMI No. 9616024)
Fletcher, D. E. (1996). Comparing the efficacy of low and high technology counting devices for secondary aged students with severe disabilities (talking counting grid). Dissertation Abstracts International 57(5), 2001A. (UMI No. 9629424)
Gosling, J. (1996). Couple relationships and emotional well-being after severe traumatic brain injury. (Doctoral dissertation, Open University, 1996). Dissertation Abstracts International 59, 465.
Hight, C. P. (1996). Transition to community-based educational programs: a Wyoming case study. Dissertation Abstracts International 57(5), 1928A. (UMI No. 9630607)
Iovannone, R. (1996). An investigation of factors that relate to the attitudes of professional educators toward inclusion of students with severe disabilities. Dissertation Abstracts International 57(4), 1560A. (UMI No. 9626746)
Larson, E. A. (1996). Embracing paradox: The daily experience and subjective well-being of Mexican-origin mothers parenting children with disabilities. Dissertation Abstracts International 57(9), 5582B. (UMI No. 9705129)
Malette, P. H. (1996). Lifestyle perspectives of persons with disabilities in a person-centered support paradigm. Dissertation Abstracts International 57(12), 5113A. (UMI No. NN14788)
Millikin, C. C. (1996). An investigation of the effectiveness of kindergarten and third-grade children in identifying symbols and in applying interpretations of meaning to symbol sequences. Dissertation Abstracts International 57(8), 3457A. (UMI No. 9701001)
Nassau, J. H. (1996). Children's social competence six months following traumatic brain injury. Dissertation Abstracts International 58(1), 85A. (UMI No. 9720439)
Rahamin, R. (1996). Perceptions of special education teachers in Ohio of the implementation of community-based/functional curriculum for students with severe disabilities. Dissertation Abstracts International 58(8), 3088A. (UMI No. 9806406)
Rollins, E. M. (1996). Evaluation of an expert system for assessment and intervention with students with severe disabilities. Dissertation Abstracts International 57(10), 4327A. (UMI No. 9708443)
Smith, M. P. (1996). A comparative analysis of transition models for eighth-grade students with multiple disabilities prior to attending Illinois High Schools in Cook, Dupage and Kane counties. Dissertation Abstracts International (ADD X1996).
Snowden, R. L. (1996). A follow-up study of secondary students with severe disabilities who received single agency, interagency, or sequential agency transition services. Dissertation Abstracts International 57, 75.
Swaine, B. (1996). Clinical assessment and description of early recovery of motor function following severe traumatic brain injury (French and English text). Dissertation Abstracts International 57(12), 7484B. (UMI No. NN14025)
Toro-Zambrana, W. I. (1996). An evaluation of supervision in a field-based practicum experience in severe disabilities. Dissertation Abstracts International 58(3), 821A. (UMI No. 9725641)
Wegner, M. C. (1996). Factors associated with parent choice of an integrated or a segregated educational setting for students with severe to profound multiple disabilities. Dissertation Abstracts International 57(7), 2970A. (UMI No. 9636385).