Date of Award

Fall 2009

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Communication Disorders & Special Education

Program/Concentration

Special Education

Committee Director

Robert A, Gable

Committee Member

Stephen W. Tonelson

Committee Member

Sharon Raver-Lampman

Committee Member

Linda Bol

Committee Member

Harold Griffin

Abstract

The field of special education has begun to concentrate its efforts on developing objectives and procedural strategies that promote a positive quality of life for students with profound multiple disabilities, while determining which educational strategies are the most appropriate. A multi-element design was used to compare the effects of two educational conditions, pre-academic skills instruction and functional life skills instruction, on the quality of life indicators of four students with profound multiple disabilities. Results indicated that all four students demonstrated a greater number of happiness indicators while receiving pre-academic instruction. Implications for current educational practices are addressed and directions for future research are discussed.

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DOI

10.25777/dxcn-4q36

ISBN

9781109594133

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