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Title: Individuals with cognitive exceptionalities and reported lifestyle satisfaction: The relationship of leisure awareness, participation, and barriers.
Creator: Ciccarelli, Diane D., Florida Atlantic University, Bryan, Valerie
Abstract/Description: The primary purpose of this study was to develop a valid and reliable inventory to collect data on reported leisure/recreation awareness, leisure/recreation participation, barriers to leisure/recreation activities, and lifestyle satisfaction for individuals with cognitive exceptionalities. A secondary purpose of the study was to determine if a relationship existed between the leisure/recreation variables and reported lifestyle satisfaction for individuals with cognitive exceptionalities....
Show moreThe primary purpose of this study was to develop a valid and reliable inventory to collect data on reported leisure/recreation awareness, leisure/recreation participation, barriers to leisure/recreation activities, and lifestyle satisfaction for individuals with cognitive exceptionalities. A secondary purpose of the study was to determine if a relationship existed between the leisure/recreation variables and reported lifestyle satisfaction for individuals with cognitive exceptionalities. Leisure and recreation activities assist individuals to lead healthy lifestyles and benefit an individuals' physical, emotional, social, and intellectual development. The dependent variable used in the analyses was lifestyle satisfaction. The predictor variables were leisure/recreation awareness, barriers to leisure/recreation, and leisure/recreation participation. Data were collected from responses ( N = 54) on the Leisure Recreation Access and Lifestyle Satisfaction Inventory (LRALS) and analyzed to determine if a relationship existed between the variables using a linear regression model. The coefficient alpha reliabilities were .90 to .98 for the leisure/recreation and lifestyle satisfaction variables. The Pearson product moment correlation coefficients were .83 to .98, p < .05 for the test-retest of the inventory. Results of the statistical analyses concluded that a positive relationship existed between reported leisure/recreation awareness and reported lifestyle satisfaction for the respondents. A negative relationship existed between reported barriers to leisure/recreation activities and reported leisure/recreation participation for the respondents. A positive relationship existed between reported leisure/recreation participation and reported lifestyle satisfaction for the respondents. The predictive accuracy of a model composed of (reported leisure/recreation awareness, leisure/recreation participation, and barriers to leisure/recreation to lifestyle satisfaction) R2 = .18 was significant, F(3, 50) = 3.67, p < .05. The predictive accuracy of a model composed of (reported leisure/recreation awareness, leisure/recreation participation, barriers to leisure/recreation and demographic data to lifestyle satisfaction) R2 = .32 was significant, F(10, 43) = 2.10, p < .05. The LRALS Inventory assists individuals to report perceived leisure/recreation and lifestyle satisfaction indices. The inventory can assist service providers to plan personnel, facilities, and equipment based on consumer choices.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11982
Subject Headings: People with mental disabilities--Recreation, Lifestyles, Leisure, Developmentally disabled
Format: Document (PDF)

Title: A Phenomenological Exploration of Familial Entrepreneurship as an Employment Option for Individuals with Developmental Disabilities.
Creator: Percival, Jennifer Pollack, Bryan, Valerie C., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Individuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of...
Show moreIndividuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of employment that has similar characteristics to traditional pathways of employment, but is distinct. It offers a post-secondary option in an environment where individuals with developmental disabilities can develop work skills, have social relationships, interact with members of the community, and in some situations, earn income. The businesses also provide training programs, settings for evaluations and assessments, and become vendors of government-supported employment programs, expanding their impact from the person they are designed to support, to the broader community. Employees and participants at the businesses experience an improvement in quality of life, access to a supportive community, and belonging. For the familial entrepreneurs, the study found that they encounter an immense learning curve in the areas of industry knowledge; business practice; supervising, employing and training individuals with developmental disabilities; and how to gather resources and support. This study also revealed that more clarity is needed to determine if this pathway can provide long-term sustainable employment outcomes.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013252
Subject Headings: Developmentally disabled--Employment, Phenomenology--Research, Family business
Format: Document (PDF)

Title: Muddling through: how young caregivers manage changing complexities.
Creator: Kain, Carole A., Christine E. Lynn College of Nursing
Abstract/Description: In the United States, an estimated 1.4 million children and adolescents, age 18 and under, provide daily unpaid physical, emotional and supportive care to a chronically ill or disabled family member (NAC & UHF). While the phenomenon of caregiving performed by adult children and spouses has been extensively explored by nursing, little is known about how Young Adolescent Caregivers manage being a caregiver while they attend school and mature socially as an adolescent. The purpose of this...
Show moreIn the United States, an estimated 1.4 million children and adolescents, age 18 and under, provide daily unpaid physical, emotional and supportive care to a chronically ill or disabled family member (NAC & UHF). While the phenomenon of caregiving performed by adult children and spouses has been extensively explored by nursing, little is known about how Young Adolescent Caregivers manage being a caregiver while they attend school and mature socially as an adolescent. The purpose of this Grounded Theory study was to identify and describe the basic social psychological problem shared by young adolescent caregivers girls, (N=9), aged 11-14, and the basic social processes used to manage the shared problem. Using the constant comparative method of data analysis, from audio taped and transcribed, semi-structured interviews were reviewed. The Basic Social Psychological Process (BSPP) identified was Managing Complexities. Muddling Through (BSP) was the process identified through constant comparison of the data to create categories. The phases of Muddling Through are: Becoming a Caregiver, Choosing Family, Creating Structure and Maintaining Balance. Young adolescents experienced becoming a caregiver through three paths: Embracing the Challenge, Sharing the Load and Being Assigned. Awareness of the consequences of being a Young Adolescent Caregiver and strategies used by Young Adolescent Caregivers to manage their changing complexities has implications for nursing interventions. Nurses in a variety of settings that treat persons with chronic illnesses can modify their practice to make significant supportive interventions with these largely invisible caregivers. Implications for policy change, nursing education and practice and future research are explored.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/227982
Subject Headings: Developmental psychology, Child caregivers, Children of parents with disabilities
Format: Document (PDF)

Title: The Effects of an 8-Week Zumba® Program for Adults with Intellectual and Developmental Disabilities.
Creator: Joseph, Brianna M., Wilson, Cynthia L., Duffy, Mary Louise, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: In this study, physiological and psychological outcomes of an 8-week moderate to vigorous aerobic exercise program (Zumba®) for adults with intellectual and developmental disabilities (IDD) were examined. Forty-six participants were randomly assigned to the experimental group (n = 24) or control group (n = 22). The experimental group participated in Zumba® for 8 weeks, 3 days per week, along with completing exercise rating scales and fitness tests. Outcome measures included agility, endurance...
Show moreIn this study, physiological and psychological outcomes of an 8-week moderate to vigorous aerobic exercise program (Zumba®) for adults with intellectual and developmental disabilities (IDD) were examined. Forty-six participants were randomly assigned to the experimental group (n = 24) or control group (n = 22). The experimental group participated in Zumba® for 8 weeks, 3 days per week, along with completing exercise rating scales and fitness tests. Outcome measures included agility, endurance, rate of perceived exertion (RPE), exercise motivation, and exercise self-efficacy. Agility, endurance, and RPE were measured by three fitness tests; Timed Up and Go (TUG) test, the Six-Minute Walk Test (6MWT), and Modified Borg Dyspnoea (MBD). Physiological outcomes were measured before the intervention (pretest), 4 weeks during the intervention, and after the intervention (posttest). The experimental group completed a follow-up of all three fitness tests 2 weeks after the removal of the intervention. A paired t test assessed the continuous measures within each group.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013142
Subject Headings: People with mental disabilities, Developmentally disabled, Aerobic exercises--Physiological aspects, Aerobic exercises--Psychological aspects
Format: Document (PDF)

Title: Using an Instructional Package to Teach Cardiopulmonary Resuscitation with Automated External Defibrillator to College Students with Developmental Disabilities.
Creator: Kearney, Kelly B., Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Adults with developmental disabilities may not learn the safety skills needed to maintain the safety of those within their communities. Basic life-saving skills are valued by community members and increase independent and integrated living and employment opportunities. This study used an instructional package consisting of modeling, task analysis, and simultaneous prompting to teach college students with developmental disabilities a basic life-saving skill, specifically how to perform...
Show moreAdults with developmental disabilities may not learn the safety skills needed to maintain the safety of those within their communities. Basic life-saving skills are valued by community members and increase independent and integrated living and employment opportunities. This study used an instructional package consisting of modeling, task analysis, and simultaneous prompting to teach college students with developmental disabilities a basic life-saving skill, specifically how to perform cardiopulmonary resuscitation (CPR) with the use of an automated external defibrillator (AED). Phase 1 of the study used the instructional package to teach the students to perform CPR. Once mastered, Phase 2 of the study taught students to use an AED, incorporating it into the CPR chain. Results showed that the students’ accuracy with the tasks increased after the introduction of the instructional package, generalized to a novel environment, and maintained once the instructional package was removed. Implications and future research are discussed.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013078
Subject Headings: CPR (First aid)--Study and teaching., College students with disabilities., Developmental disabilities., automated external defibrillator.
Format: Document (PDF)

Title: The Effects of a Brief Culturally Tailored Thai Mindfulness Intervention on Stress, Anxiety, and Mindfulness in Thai Parents of Children with Developmental Disabilities.
Creator: Petcharat, Manika, Liehr, Patricia, Florida Atlantic University, Christine E. Lynn College of Nursing
Abstract/Description: Parents of children with developmental disabilities (DDs) often suffer from psychological distress stemming from their children’s behavioral problems. One cause of distress is their challenge to accept their children’s illnesses mindfully. A culturally tailored and readily accessible mindfulness intervention may increase mindfulness and reduce distress. Also, there were insufficient studies regarding culturally relevant mindfulness trainings that have been conducted in Thailand. Therefore, a...
Show moreParents of children with developmental disabilities (DDs) often suffer from psychological distress stemming from their children’s behavioral problems. One cause of distress is their challenge to accept their children’s illnesses mindfully. A culturally tailored and readily accessible mindfulness intervention may increase mindfulness and reduce distress. Also, there were insufficient studies regarding culturally relevant mindfulness trainings that have been conducted in Thailand. Therefore, a Brief Culturally Tailored Thai Mindfulness intervention (BCTTMi) was developed, merging the work of Jon Kabat-Zinn with Buddhist philosophy. The purpose of this study was to examine the effects of the BCTTMi on stress, anxiety, and mindfulness in these parents. An experimental waitlist control crossover design with the 2-weekend BCTTMi was employed in 22 Thai parents and caregivers of children with DDs. They were all Thais and Buddhists; more than half had practiced meditation. They completed three Thai-version questionnaires: (a) the Parenting Stress Index-Short Form-4th edition; (b) the State Anxiety Inventory-Form-Y-1; and (c) the Mindfulness Assessment Scale, at three measurements (baseline, posttest, and two-week follow-up). Repeated measure ANOVA analyses were used to analyze data. The findings showed that anxiety significantly decreased from baseline to posttest, and mindfulness significantly increased with the BCTTMi. Nevertheless, stress did not significantly reduce over time, and change between intervention and control conditions did not differ for anxiety level. Moreover, there were no differences in any outcomes from posttest to two-week follow-up. In spite of Buddhist homogeneity of participants and sustained stress, mindfulness increased, and anxiety decreased following the BCTTMi. These findings indicate the feasibility of tailoring the mindfulness-based training to specific cultures and its usefulness as an efficient option for parents and caregivers of children with DDs. Further studies regarding the BCTTMi are warranted in broader populations and settings.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013130
Subject Headings: Mindfulness-based cognitive therapy, Parents of developmentally disabled children, Culturally Competent Care, Thais
Format: Document (PDF)

Title: Effects of Intervention Using Everyday Routines on the Social Reciprocity of Children with Autism.
Creator: Leach, Debra, Duffy, Mary L., Florida Atlantic University
Abstract/Description: Children with autism often have deficits in social reciprocity, the ability to participate in long chains of back and forth interactions with a social partner. Research has shown that deficits in social communication skills, such as social reciprocity, can have lifelong negative impacts on the lives of individuals with autism. Routines-based intervention for young children with autism is supported by research and educational law. However, there are limited studies showing the effects of...
Show moreChildren with autism often have deficits in social reciprocity, the ability to participate in long chains of back and forth interactions with a social partner. Research has shown that deficits in social communication skills, such as social reciprocity, can have lifelong negative impacts on the lives of individuals with autism. Routines-based intervention for young children with autism is supported by research and educational law. However, there are limited studies showing the effects of routines-based intervention for children with autism. There are no studies that address social reciprocity using routinesbased intervention for children with autism. This preliminary investigation explored if parent training on six strategies to promote social reciprocity within three everyday routines would increase the parents' use of the strategies and also increase the social reciprocity ofthe children. Parent use of the strategies and the social reciprocity of the children were maintained after the intervention was withdrawn.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000675
Subject Headings: Autism in children--Treatment, Interpersonal communication in children, Developmentally disabled children--Rehabilitation
Format: Document (PDF)

Title: Effects of a Professional Development Training Package on Nature-Based Teaching Strategies for Early Childhood Educators of Children with Developmental Disabilities.
Creator: Collazo, Sylvia, Ramasamy, Rangasamy, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Research suggests spending time outdoors and with natural materials can benefit all young children across different areas of development. However, children with developmental disabilities often have fewer opportunities to engage with nature as a result of the limited understanding and negative views about nature expressed by their caregivers and educators. This study examined the effects of a professional development training package on the knowledge, perception, and application of nature...
Show moreResearch suggests spending time outdoors and with natural materials can benefit all young children across different areas of development. However, children with developmental disabilities often have fewer opportunities to engage with nature as a result of the limited understanding and negative views about nature expressed by their caregivers and educators. This study examined the effects of a professional development training package on the knowledge, perception, and application of nature-based teaching strategies of early childhood educators who teach young children with developmental disabilities. It also explored how teachers’ implementation of nature-based activities support children’s developmental outcomes. Results showed the professional development training was effective to some degree in increasing teachers’ knowledge, primarily in their sharing of strategies and ideas for incorporating natural materials and outdoor spaces in learning activities. Following the training, teachers demonstrated a significant shift in their views about different aspects of nature. Teachers were also able to develop action plans to implement nature-based learning opportunities into their practice. Moreover, they reported these activities supported the developmental outcomes they set forth for the children with developmental disabilities in their class. Limitations and challenges that arose are discussed as well as the implications for future research.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013847
Subject Headings: Developmentally disabled children--Education, Early childhood educators--Training of, Special education
Format: Document (PDF)

Title: Directive use in primary caregiver-toddler dyads: A comparison of no risk and at-risk children.
Creator: Babkie, Andrea Margaret, Florida Atlantic University, Smiley, Lydia R.
Abstract/Description: The development of child language within the framework of the family has received increased interest in the past decade. One recent premise is that the use of specific types of language by adults in parent-child dyads affects development. These types of adult language, labeled as directives , are verbal behaviors that communicate to the child that he or she should do, say, or attend to something, and are considered to be related to episodes of joint attention. Posited by this model is that...
Show moreThe development of child language within the framework of the family has received increased interest in the past decade. One recent premise is that the use of specific types of language by adults in parent-child dyads affects development. These types of adult language, labeled as directives , are verbal behaviors that communicate to the child that he or she should do, say, or attend to something, and are considered to be related to episodes of joint attention. Posited by this model is that episodes of joint attention lead to greater language development. One type of directive, follow-in, is hypothesized to lead to increased joint attention; while two others, redirectives and introductions , are seen to save either a negative or no role in joint attention, thus making them non-significant or negative in the development of language. The purpose of this study was to examine the use of these specifically defined directives by primary caregivers in adult-toddler dyads and to determine the role each played in episodes of joint attention. Additionally, child engagement outside joint attention episodes was examined with regard to adult directive use. Twenty primary caregiver-toddler dyads participated in the study, with two groups of ten dyads each (at-risk and no risk conditions). Dyads were videotaped at home for one 15-minute session, of which the last 10 minutes were coded for joint attention and child engagement using partial-interval recording. Additionally, each specific directive was tallied and the total number calculated. Results indicated one statistically significant result in the relationship between use of a specific directive (introduction) and number of intervals of child engagement. Multiple regression analysis demonstrated that the hypothesized model was significantly accurate with regard to the relationship between child engagement and follow-in and introductory directives; however, prediction of intervals of joint attention by type of directive was not significant (p = .487). Additionally, no significance was found in the correlation between directives and joint attention, contradicting the postulated relationship in the model studied. The results of this research suggest that, for use in measuring joint attention, the proposed narrow definitions of directives are not adequate.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12613
Subject Headings: Language acquisition--Parent participation, Children--Language, Developmentally disabled children--Language, Interpersonal communication in children
Format: Document (PDF)

Developmentally disabled (2)	+ -
Interpersonal communication in children (2)	+ -
Aerobic exercises--Physiological aspects (1)	+ -
Aerobic exercises--Psychological aspects (1)	+ -
Autism in children--Treatment (1)	+ -

CPR (First aid)--Study and teaching. (1)	+ -
Child caregivers (1)	+ -
Children of parents with disabilities (1)	+ -
Children--Language (1)	+ -
College students with disabilities. (1)	+ -
Culturally Competent Care (1)	+ -
Developmental disabilities. (1)	+ -
Developmental psychology (1)	+ -
Developmentally disabled children--Education (1)	+ -
Developmentally disabled children--Language (1)	+ -
Developmentally disabled children--Rehabilitation (1)	+ -
Developmentally disabled--Employment (1)	+ -
Early childhood educators--Training of (1)	+ -
Family business (1)	+ -
Language acquisition--Parent participation (1)	+ -
Leisure (1)	+ -
Lifestyles (1)	+ -
Mindfulness-based cognitive therapy (1)	+ -
Parents of developmentally disabled children (1)	+ -
People with mental disabilities (1)	+ -
People with mental disabilities--Recreation (1)	+ -
Phenomenology--Research (1)	+ -
Special education (1)	+ -
Thais (1)	+ -
automated external defibrillator. (1)	+ -

Florida Atlantic University (8)	+ -
College of Education (4)	+ -
Department of Exceptional Student Education (3)	+ -
Christine E. Lynn College of Nursing (2)	+ -
Babkie, Andrea Margaret (1)	+ -

Bryan, Valerie (1)	+ -
Bryan, Valerie C. (1)	+ -
Ciccarelli, Diane D. (1)	+ -
Collazo, Sylvia (1)	+ -
Department of Educational Leadership and Research Methodology (1)	+ -
Duffy, Mary L. (1)	+ -
Duffy, Mary Louise (1)	+ -
Dukes, Charles (1)	+ -
Joseph, Brianna M. (1)	+ -
Kain, Carole A. (1)	+ -
Kearney, Kelly B. (1)	+ -
Leach, Debra (1)	+ -
Liehr, Patricia (1)	+ -
Percival, Jennifer Pollack (1)	+ -
Petcharat, Manika (1)	+ -
Ramasamy, Rangasamy (1)	+ -
Smiley, Lydia R. (1)	+ -
Wilson, Cynthia L. (1)	+ -

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