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Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 1980"


Journal ArticleDOI
TL;DR: Although the transdisciplinary approach is commonly discussed as a viable orientation for team functioning and staff development, its characteristics and implementation have not been adequately evaluated as discussed by the authors, and it has not yet been adequately adapted to the real world.
Abstract: Although the transdisciplinary approach is commonly discussed as a viable orientation for team functioning and staff development, its characteristics and implementation have not been adequately des...

61 citations


Journal ArticleDOI
TL;DR: This paper examined whether the acquisition of three response tasks would differ significantly in individual and group instruction formats, and found no significant differences in acquisition of prepositions and color discrimination between instructional formats, but a significant difference in favor of individual instruction for dressing skills.
Abstract: This investigation examines whether the acquisition of three response tasks would differ significantly in individual and group instruction formats. Severely handicapped students were instructed in the receptive understanding of prepositions, color discrimination, and dressing skills. The results demonstrate no significant difference in acquisition of prepositions and color discrimination between instructional formats, but a significant difference in favor of individual instruction is demonstrated for the dressing skills.

39 citations


Journal ArticleDOI
TL;DR: In this paper, the rationale and structure of a 3-year model center program for severely handicapped children is discussed, and a regression analysis was conducted to isolate possible predictors of improvement.
Abstract: The rationale and structure of a 3-year model center program for severely handicapped children is discussed. Child progress data are given, and a regression analysis was conducted to isolate possible predictors of improvement. Results show significant progress in each of the assessed domains. This improvement can best be predicted by the child's pretest score and by his age at pretesting. There is also some evidence that length of enrollment may be a significant predictor of child progress. This information is discussed along with other implications for educating the young severely handicapped child.

33 citations


Journal ArticleDOI
TL;DR: In this paper, an individual curriculum sequence (ICS) model for the education and training of severely/multiply handicapped persons is presented, and the authors discuss the benefits of individual curriculum sequences.
Abstract: Rationale and related research are presented to support an individual curriculum sequence (ICS) model for the education and training of severely/multiply handicapped persons. The article discusses ...

26 citations


Journal ArticleDOI
TL;DR: In this article, the authors extend the Individual Curriculum Sequence (ICS) model to small group instruction, focusing on teaching opportunities which are unique to the group situation, including control of motivational variables, facilitation of observational learning, and enhancement of generalization.
Abstract: This article extends the Individual Curriculum Sequence (ICS) model to small group instruction. Emphasis is placed on teaching opportunities which are unique to the group situation, including control of motivational variables, facilitation of observational learning, and enhancement of generalization. The ICS group model distinguishes between, and combines, intrasequential and intersequential structures. Three approaches to organizing the content of the group are discussed to facilitate group cohesiveness as well as procedures to coordinate a heterogenous group of students. A variety of examples of how data can be recorded for program monitoring and evaluations are presented.

25 citations


Journal ArticleDOI
TL;DR: In this paper, a 37-month-old child enrolled in a preschool program persisted in biting and mouthing his left hand, resulting in reddening and callousing of the area between the thumb and index finger.
Abstract: This present study sought to decrease the self-injurious behavior of a 37-month-old child enrolled in a preschool program. The subject persisted in biting and mouthing his left hand, resulting in reddening and callousing of the area between the thumb and index finger. A multiple-baseline design with a reversal component was used. In multiple-baseline fashion, restitutional and positive practice overcorrection were tried with reductions in both biting and mouthing during two separate periods of time in the preschool setting. Withdrawal and reintroduction of overcorrection, representing the reversal component, established unequivocally that reductions in the self-abusive behavior were attributed to the overcorrection treatment procedure. In a third, untreated setting—the home—no transfer of training was indicated. Strategies are offered that might result in generalized treatment effects.

14 citations


Journal ArticleDOI
TL;DR: In this paper, a mentally retarded subject demonstrated, by matching-to-sample, appropriate classification of common stimuli (i.e., cars, bowls, hats, dolls, shoes, and books).
Abstract: Initially, a mentally retarded subject demonstrated, by matching-to-sample, appropriate classification of common stimuli (i.e., cars, bowls, hats, dolls, shoes, and books). Next he was taught to produce the correct verbal label (e.g., “bowl”) for one member of each class. For four of the six stimulus classes, a single training example was not sufficient to produce generalization of the label to nontraining examples in the same class. However, each successive addition of one training example generally produced a systematic increase in the level of generalization. The specific number of training examples sufficient to produce generalization varied across the six experimental classes. In addition, receptive labelling probes, conducted after each successful demonstration of generalization in the productive modality, demonstrated no systematic changes in the accuracy of responses as productive training progressed. It was concluded that automatic generalization within or across response modalities Is not necess...

12 citations


Journal ArticleDOI
TL;DR: The overcorrection technique reviewed in this study was effective in each setting in which it was applied even though it was not possible to administer training sessions daily and the patient was allowed to self-stimulate during treatment delivery.
Abstract: Vocalizations which are self-stimulatory in nature not only disturb the institutional living environment for all residents, they also impede, and sometimes completely stop, the learning of appropriate living skills by the vocalizer. This report details the use of an educative procedure which will effectively eliminate this behavior. The overcorrection technique reviewed in this study was effective in each setting in which it was applied even though it was not possible to administer training sessions daily and the patient was allowed to self-stimulate during treatment delivery. Follow-up measures taken 5 ½ months after termination of the treatment attest to its continued effectiveness.

6 citations


Journal ArticleDOI
TL;DR: In this paper, the effects of relative preference for objects upon performance levels obtained on the Object Permanence and Means/Ends scales of the Uzgiris and Hunt (1975) sensorimotor assessment instrument were examined.
Abstract: The effects of relative preference for objects upon performance levels obtained on the Object Permanence and Means/Ends scales of the Uzgiris and Hunt (1975) sensorimotor assessment instrument were examined. Empirical measures of the preferences of 14 severely or profoundly handicapped students residing in a private facility were collected on three occasions. High preference and low preference objects were then used in separate scale administrations. Repeated measures were collected to determine performance stability. Ordinality of performance on the Means/Ends scale was also examined. Interobserver reliability was computed. Coefficients of concordance were computed for the three preference rankings of each student. Findings indicated that (a) stable preference measures could be obtained, (b) high preference objects resulted in higher motivation to perform, and hence higher levels on each scale, (c) performance of this population is not stable, and (d) ordinality violated in nearly 20 % of the administrations of the scales. Results are discussed relative to other validation efforts with the population.

5 citations


Journal ArticleDOI
TL;DR: An independent living skills inventory and its application are described in detail in detail as mentioned in this paper, with a skill emphasis, essentially what skills are necessary and what steps must be followed for an individual to successfully move from a dependent living environment to a more independent environment.
Abstract: An independent living skills inventory and its application are described in detail. The inventory was designed to assist in the transition from a dependent living environment to a more independent environment. It covers four major areas: selecting an independent living situation, setting up an independent living situation, surviving in an independent living situation, and a training model to implement training in any of those areas. The inventory was designed with a skill emphasis, essentially what skills are necessary and what steps must be followed for an individual to successfully move from one setting to another and survive in the new setting. A system of prioritizing adult skills for training is also suggested. The inventory is an attempt to identify those adult functioning skills necessary for independent living. It follows Belmore and Brown's (1976) Job Skill Inventory as an initial model with an emphasis on apartment living rather than vocational skills.

5 citations


Journal ArticleDOI
TL;DR: In this paper, the use of a developmental model to sequence instruction for one group of severely handicapped students was tested and the results suggest that developmental sequencing may provide an adequate general guide for selecting and sequencing curricula and instruction, but does not provide precise skill sequences which have significant effects on learning rate.
Abstract: This study tested the use of a developmental model to sequence instruction for one group of severely handicapped students. Twenty students in classes for trainable mentally retarded children served as subjects. Each subject was taught as many as 10 target behaviors in each of two areas—preacademics and communication. These behaviors were either developmentally sequenced, i.e, arranged according to normative data; or nondevelopmentally sequenced, i.e., the target behaviors were randomly ordered. Instruction consisted of 400 trials in each skill area. The dependent measure was the average number of trials-to-criterion. Findings suggest that developmental sequencing (of the sort attempted here) may provide an adequate general guide for selecting and sequencing curricula and instruction, but does not provide precise skill sequences which have significant effects on learning rate.

Journal ArticleDOI
TL;DR: Theory and research from the field of environmental psychology are reviewed and a challenge is issued to design for severely handicapped persons environments which are both manageable and consistent with normalization tenets.
Abstract: Theory and research from the field of environmental psychology are reviewed. Implications regarding environmental programming for severely handicapped individuals are discussed. A challenge is issued to design for severely handicapped persons environments which are both manageable and consistent with normalization tenets.

Journal ArticleDOI
TL;DR: There was a need to further develop services and insure that specific agencies are responsible for those services, and develop secondary and adult community-based programs that lead towards increased independence in living and vocational situations.
Abstract: Four separate surveys were conducted in a small rural northeastern state to determine the status of secondary and adult services and service provider training needs. Secondary level special education service providers, vocational rehabilitation counselors, adult developmental disabilities service providers, and adult prevocational/vocational service facilities were surveyed. Overall results of the four surveys indicated that there was a need to further develop services and insure that specific agencies are responsible for those services, develop secondary and adult community-based programs that lead towards increased independence in living and vocational situations, provide comprehensive inservice training and technical assistance to adult service providers, delineate competencies needed to be a community mental retardation professional, develop comprehensive employment options (sheltered, transitional, and competitive), improve coordination and cooperation among agencies providing services, and determine...

Journal ArticleDOI
TL;DR: In this article, a parent and teacher were trained in home and school settings to administer a self-feeding program to a profoundly retarded adult woman during the treatment period, a written sequenced instructional program specifying trainer contingencies, verbal instructions, nonverbal cues, and physical prompts was introduced In order to assess the experimental effects of the program, a multiple baseline design across trainers and settings was employed.
Abstract: A parent and teacher were trained in home and school settings to administer a self-feeding program to a profoundly retarded adult woman During the treatment period, a written sequenced instructional program specifying trainer contingencies, verbal instructions, nonverbal cues, and physical prompts was introduced In order to assess the experimental effects of the program, a multiple baseline design across trainers and settings was employed During training an increase in both the parent and teacher's appropriate use of instruction and attention occurred, and a high stable rate of self-feeding responses developed across settings After training, eight postcheck probes across different meals, settings, and trainers indicated maintenance of and suggested generalized changes in the woman's self-feeding behavior

Journal ArticleDOI
TL;DR: In this article, an in-service program for vocational trainers of severely and profoundly retarded adults is briefly described, and an innovative approach to evaluating the program is presented, and the evaluation packages must be developed and implemented.
Abstract: The trend toward mainstreaming severely and profoundly retarded adults is predicated upon the notion that there will be numbers of skilled service delivery personnel. One method of training these personnel is with in-service programs. In-service program evaluation packages must be developed and implemented. An in-service program for vocational trainers of severely and profoundly retarded adults is briefly described, and an innovative approach to evaluating the program is presented.

Journal ArticleDOI
TL;DR: All teachers should be able to observe for symptoms that may Indicate undetected physical problems, and to act as advocates for their learners in obtaining any needed medical assistance.
Abstract: It is an unfortunate fact that teachers of the severely handicapped are often the only professionals in a position to recognize the possible existence of a physical problem In a learner. While most are not capable of providing medical assistance, all teachers should be able to observe for symptoms that may Indicate undetected physical problems, and to act as advocates for their learners in obtaining any needed medical assistance. To this end, the authors present a screening device.

Journal ArticleDOI
TL;DR: In this paper, the authors describe procedures which were used to resolve such problems and to successfully deinstitutionalize a residential facility and describe procedures that can be used to move severely/profoundly handicapped persons from residential homes and state Institutions to public school settings.
Abstract: In recent years, the passage of legislation, coupled with advocacy group efforts and advances in educational technology, have encouraged opportunities for severely/profoundly handicapped persons in the mainstream of public education. Many educators are confronting, for the first time, the challenges associated with the movement of severely/profoundly handicapped persons from residential homes and state Institutions to public school settings. The process of deinstitutionalization poses several problems which are likely to be encountered by educators across the nation. This article describes procedures which were used to resolve such problems and to successfully deinstitutionalize a residential facility.