Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 1979"
TL;DR: In this article, the development of longitudinal curricular content for use with severely handicapped students is discussed, and several critical issues that pertain to the development are addressed, such as:
Abstract: This paper is designed to address several critical issues that pertain to the development of longitudinal curricular content for use with severely handicapped students. More specifically, to emphas...
111 citations
TL;DR: In this article, severely retarded children were given training on several two-choice discrimination problems, each discrimination problem consisted of displaying two ordinary children's toys and asking the children to discriminate between them.
Abstract: Three severely retarded children were given training on several two-choice discrimination problems. Each discrimination problem consisted of displaying two ordinary children's toys and asking the c...
58 citations
TL;DR: The authors strongly support comprehensive and longitudinal interactions between severely handicapped and nonhandicapped persons.
Abstract: If severely handicapped people are to function as independently and productively as possible in a variety of least restrictive postschool community environments, they must have comprehensive and lo...
44 citations
TL;DR: In this paper, severely handicapped school-aged students were trained to cross the street at partially controlled intersections using pre-instruction, instructional feedback, and selective repeated practice, with physical assistance only when physical assistance was required.
Abstract: In this study three severely handicapped school-aged students were trained to cross the street. The students were provided preinstruction, instructional feedback, and selective repeated practice to acquire the skills to cross the street at partially controlled intersections; selective repeated practice was introduced only when physical assistance was required on those skills students found particularly difficult to learn; a rehearsal and model phase was eventually used to promote independent street crossing. Data were collected on the following training clusters: approach (walking to and stopping on the curb), look (looking behind, in front, left, and right), step (stepping off the curb when no cars were coming), and walk (walking quickly across the street and stopping on the other side). Results of the multiple baseline design indicated that instructional feedback was sufficient in training the approach and walk behaviors but selective repeated practice was required to establish the look responses. A par...
39 citations
TL;DR: The use of auxiliary communication systems with the severely handicapped is receiving increased attention as mentioned in this paper, and several considerations for instructional personnel who must decide when to initiate auxiliary communication programs, what system to teach, what vocabulary items to begin with, and what special factors must be decided.
Abstract: The use of auxiliary communication systems with the severely handicapped is receiving increased attention. This article examines several considerations for instructional personnel who must decide when to initiate auxiliary communication programs, what system to teach, what vocabulary items to begin with, and what special factors must be decided. The authors describe manual systems, communication aids, and communicative codes, and give guidelines for choosing among them for specific students. They recommend considering an auxiliary system for any child who has not produced intelligible utterances by age 5 to 8 and who has not made adequate progress in a verbal communication training program. They also advocate simultaneous teaching of comprehension and production skills.
16 citations
TL;DR: The authors developed a teacher-training module with the objective of maximizing instructional time with a minimum of direct training focused on integrating instruction with caretaking, student teachers were able to significantly increase the amount of daily instruction.
Abstract: Observations affirming the considerable time required for caretaking in classrooms for the severely and profoundly handicapped led to the development of a teacher-training module with the objective of maximizing instructional time With a minimum of direct training focused on integrating instruction with caretaking, student teachers were able to significantly increase the amount of daily instruction The importance of quantity of schooling as a critical education variable is discussed
15 citations
TL;DR: This paper examined whether the acquisition of instruction-following behavior is facilitated by the presentation of manual signs with verbal instructions and whether manual and verbal expressive abilities are acquired as an indirect result of receptive training.
Abstract: The purposes of this study were to examine whether the acquisition of instruction-following behavior is facilitated by the presentation of manual signs with verbal instructions and whether manual and verbal expressive abilities are acquired as an indirect result of receptive training. Three training conditions were presented in which manual signs were paired with each verbal instruction in a one-to-one correspondence with each word, with only key word elements, or were not presented with the instructions. Results indicate that the number of correctly completed instructions was greater for the conditions in which signs were paired with the verbal instruction than for the control conditions (signs were not presented). The effect of receptive instruction on manual and verbal expressive abilities varied among students.
13 citations
TL;DR: A firm physical restraint procedure was applied to a 6-year-old severely emotionally disturbed male in a self-contained special education classroom in a public school as mentioned in this paper, and the treatment procedure consi...
Abstract: A firm physical restraint procedure was applied to a 6-year-old severely emotionally disturbed male in a self-contained special education classroom in a public school. The treatment procedure consi...
9 citations
TL;DR: In this article, the relative effectiveness of different procedures for decreasing response durations in three severely retarded 14 to 20-year-old women who were severely disruptive and noncompliant was compared.
Abstract: This study compared the relative effectiveness of different procedures for decreasing response durations in three severely retarded 14 to 20-year-old women who were severely disruptive and noncompliant. The conditions included two potentially positively reinforcing procedures and two potentially negatively reinforcing procedures. The two positive procedures consisted of contingent deliveries of verbal praise, back pats, and squirts of juice. One of the negative procedures consisted of tapping the subjects' hands, arms, back, and back of the neck until the correct response was evoked. The other negative procedure consisted of finger and thumb pressure to the sides of the subject's neck until a correct response was evoked. During both of these negative procedures, cessation of tapping or finger pressure was contingent upon emission of an appropriate response. For two of the subjects, the two positive procedures were compared with the negative tapping procedure and with each other; for the third subject, the positive praise plus juice procedure was compared with the two negative procedures, which were also compared with each other. The results consistently indicated that for the first two subjects, the negative tapping procedure was more effective than either praise or praise plus juice, with the latter two being equally effective. For the third subject, the negative finger pressure procedure was more effective than the negative tapping procedure, which in turn was more effective than the positive praise plus juice procedure.
9 citations
TL;DR: In this article, the efficacy of differentially reinforcing other behaviors (DRO) as a procedure for the reduction of self-injurious behavior, especially when combined with other procedures, was investigated.
Abstract: Previous work has demonstrated the efficacy of differentially reinforcing other behaviors (DRO) as a procedure for the reduction of self-injurious behavior, especially when combined with other procedures. The present study employed an ABAB design to investigate the efficacy of DRO alone as a procedure for decreasing the self-injurious behavior of an institutionalized 9-year-old female.The data indicated a functional relationship between the DRO procedure and a decrease in the rate of self-injurious behavior, as evidenced by the consistent decrease in self-injurious behavior In the presence of the DRO procedure. The self-injurious behavior was not eliminated, but a discussion of the possible reasons indicates that variables other than the DRO procedure may have been responsible for the continued low-rate occurrence of this behavior. A discussion of future DRO research concerns is included.
8 citations
TL;DR: A 38-year-old severely retarded woman who exhibited high rates of self-stimulation was exposed to an overcorrection procedure during the morning break in a sheltered workshop, and the treatment appeared functionally related to significant reduction in the behavior in the treatment setting.
Abstract: A 38-year-old severely retarded woman who exhibited high rates of self-stimulation was exposed to an overcorrection procedure during the morning break in a sheltered workshop. Rates of self-stimulation behaviors were monitored during these breaks and in three other settings. The treatment, implemented in an ABAB design, appeared functionally related to significant reduction in the behavior in the treatment setting. The experimental design also indicates a functional relationship between treatment conditions in one setting and changes in behavior rates in two other nontreatment settings. The results are of particular relevance to programs in which limited staff resources effectively prevent intervention in all situations. The data also emphasize the need for evaluation of program effectiveness on the basis of behavior change in nontreatment settings.
TL;DR: The problems identified are refusal to play, inappropriate play, lack of sustained play, limited range in use of play materials, isolate play, refusal to initiate social interactions, throwing toys, and inappropriate materials.
Abstract: This article identifies play problems that are typically encountered in severely and profoundly handicapped children. Play problems are primarily limited to the difficulties involved in appropriate interaction with toys and peers. For each problem, several instructional strategies are described as possible solutions for parents and teachers. The problems identified are refusal to play, inappropriate play, lack of sustained play, limited range in use of play materials, isolate play, refusal to initiate social interactions, throwing toys, and inappropriate materials. The strategies suggested for alleviating these problems are developed from a review of relevant research literature.
TL;DR: In this paper, an extended evaluation model is presented which provides a close and interactive conceptual link between evaluation and treatment processes, which can be used to evaluate the performance of vocational re-habilitation programs.
Abstract: This paper presents an extended evaluation model which provides a close and interactive conceptual link between evaluation and treatment processes. For some time there has been a trend in traditional vocational (re)habilitation practices to separate evaluation and treatment as if they were somehow distinct entities. This separateness can no longer continue, particularly now that vocational (re)habilitation programming is being broadened to include those with the most severe handicaps.
TL;DR: The authors discusses the principle of normalization and its implications for the means and ends of instructing the severely handicapped, and examines the implications of this principle for the teaching of the severely disabled.
Abstract: This article discusses the principle of normalization, which is being more and more widely used. Its implications for the means and ends of instructing the severely handicapped are examined.
TL;DR: Teachers can screen their students for allergies and participate in a treatment program to help them understand how allergies can affect learner performance.
Abstract: The presence of allergies among severely handicapped persons is often not suspected because of the number and type of learning and behavior problems they exhibit. As a result, classroom teachers may encounter students enrolled in programs for the severely handicapped who have undetected allergies. Since allergies can produce reactions which greatly interfere with a student's ability to attend to instruction, it is essential that teachers know what an allergy is and how allergies can affect learner performance. This article describes how teachers can screen their students for allergies and participate in a treatment program.
TL;DR: In this article, the authors describe considerations in modifying school buildings for maximum accessibility for severely handicapped students and present a field-tested survey designed for use by school administrators for this purpose.
Abstract: This article describes considerations in modifying school buildings for maximum accessibility for severely handicapped students. A field-tested survey designed for use by school administrators is a...