Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 1981"
TL;DR: In this article, a review of delay procedures with severely handicapped patients is presented. The parameters of the delay procedures are delineated, including prerequisite conditions, and the delay procedure parameters are discussed.
Abstract: Research is reviewed that employs delay procedures with the severely handicapped as a means of shifting stimulus control. The parameters of delay procedures are delineated, including prerequisite s...
91 citations
TL;DR: A severely handicapped 20-year-old woman in a public school setting was taught to ride the city bus as discussed by the authors, and it was determined that bus-riding skills would facilitate access to environments the woman was e...
Abstract: A severely handicapped 20-year-old woman in a public school setting was taught to ride the city bus. It was determined that bus-riding skills would facilitate access to environments the woman was e...
38 citations
TL;DR: In this paper, a 31-year-old severely hearing impaired young man, with mild to moderate retardation and cerebral palsy, was taught to sign labels manually for six photographs of people, places, and objects found in his work environment.
Abstract: A 31-year-old severely hearing impaired young man, with mild to moderate retardation and cerebral palsy, was taught to sign labels manually for six photographs of people, places, and objects found in his work environment. A constant 4-second time delay procedure was used as well as a multiple probe design across manual signs. Generalization probes were conducted: (1) to measure the extent to which the worker could successfully comprehend these same signs after expressive sign training, although no direct receptive sign training was provided and (2) to test whether he could identify actual people, places, and objects in his work environment. The worker learned to produce all six manual signs in near-errorless fashion. In addition, after reaching criterion on sign production, he was able (1) to label actual people, places, and objects found in his work environment and (2) to comprehend these same signs. The constant time delay transfer of stimulus control procedure proved to be both an effective and efficie...
34 citations
TL;DR: In this article, the authors describe the instruction, acquisition, and generalization of three cooking skills by a severely handicapped woman using applied behavioral analysis and a series of special material and procedural adaptations.
Abstract: This article outlines the instruction, acquisition, and generalization of three cooking skills by a severely handicapped woman. Instruction took place at a community adult developmental center for 15 minutes per skill, five days per week. Systematic instruction using applied behavioral analysis and a series of special material and procedural adaptations were implemented. A multiple baseline design across three cooking skills was employed. Within 36, 46, and 23 sessions, boiling an egg, broiling an english muffin and cheese, and baking a TV dinner were acquired, respectively. Generalization probes were carried out in different environments and across materials. These probes exhibited a significant increase of task analysis steps performed independently, and they suggested the acquisition of functional stove uses that could be utilized for a number of other recipes.
30 citations
TL;DR: In this paper, the authors demonstrated the acquisition and generalization into community settings of a chronologically age-appropriate leisure skill with severely and profoundly mentally retarded adolescents, which involved operating an electronic pinball machine independently.
Abstract: This study demonstrated the acquisition and generalization into community settings of a chronologically age-appropriate leisure skill with severely and profoundly mentally retarded adolescents. The skill involved operating an electronic pinball machine independently. The study evaluated the effects of an instructional program in a multiple baseline across individuals, with frequent generalization probes into the community. Systematic instructional procedures were utilized that involved verbal instructions, modeling, physical guidance, and social reinforcement. Modeling was also used to help reduce inappropriate social behaviors, such as self-stimulation actions that took place in the community setting. The results indicated that participants could acquire and generalize use of an electronic pinball machine leisure skill effectively and learn to exhibit appropriate social behavior.
28 citations
TL;DR: In this paper, a best-example theory of categorization was used to increase the probability that severely handicapped children would form generalized concepts, and the use of three good exemplars in teaching resulted in significantly more accurate generalization than using only one good exemplar.
Abstract: This paper addresses the issue of the development of object concepts by severely handicapped children. Our specific concern has been with the development of a child's ability to respond similarly to members of the same category—that is, to form generalized concepts. A strategy was designed to increase the probability that students would form generalized concepts. It was based on the results of research undertaken within the framework of the best-example theory of categorization. As predicted by this theory, teaching with good (representative) exemplars resulted in generalization above chance levels, while teaching with both good and poor (nonrepresentative) exemplars did not lead to generalization above chance levels. In addition, the use of three good exemplars in teaching resulted in significantly more accurate generalization than the use of only one good exemplar. Based on these results, modifications of currently used strategies for promoting generalization are suggested, and implications for the prep...
25 citations
TL;DR: Programs for profoundly retarded students generally follow two approaches: operant conditioning, which is often ineffective with this population, and sensory stimulation, which has little empirical evidence as mentioned in this paper, and have little empirical support.
Abstract: Programs for profoundly retarded students generally follow two approaches: operant conditioning, which is often ineffective with this population, and sensory stimulation, which has little empirical...
23 citations
TL;DR: This article reviews recent research concerning interactions in integrated settings between severely handicapped and nonhandicapped students and their mildly handicapped as well as non handicapped peers.
Abstract: A major benefit of integration of severely handicapped students into regular school programs and activities is that it often allows for interactions to occur between severely handicapped and nonhandicapped students. This article reviews recent research concerning interactions in integrated settings between severely handicapped and nonhandicapped students. It also examines those studies that discuss interactions between severely handicapped students and their mildly handicapped as well as nonhandicapped peers. Also included is a discussion of possible future research directions.
23 citations
TL;DR: The generalization of a previously trained interrogative response (What's that?) was investigated using eight severely retarded institutionalized individuals as mentioned in this paper, where subjects had received comprehensive comprehensive training.
Abstract: The generalization of a previously trained interrogative response (“What's that?”) was investigated using eight severely retarded institutionalized individuals. Subjects had received comprehensive ...
20 citations
TL;DR: The authors compared the effects of decreasing assistance and the increasing assistance approach of the fluency-building rates of severely and profoundly handicapped learners using a two-choice discrimination task with six non-verbal subjects who could follow a limited number of simple commands.
Abstract: This study compared the effects of the decreasing assistance and the increasing assistance approach of the fluency-building rates of severely and profoundly handicapped learners. Using a two-choice discrimination task with six non-verbal subjects who could follow a limited number of simple commands, it was found that during fluency building the increasing assistance approach appeared to be more efficient.
15 citations
TL;DR: This paper reviewed literature describing guidelines for selecting 1) signing as an augmentative communication mode and 2) initial signs to teach severely handicapped learners, and made recommendations for systematic evaluation of identified criteria.
Abstract: This article reviews literature describing guidelines for selecting 1) signing as an augmentative communication mode and 2) initial signs to teach severely handicapped learners. A review of the literature indicates that numerous guidelines are available, and although they appear to have face validity, few have received empirical scrutiny. Criteria are inconsistently applied across the literature. Each identified criterion pertinent to selecting initial signs is discussed, based on available theoretical positions and data. Recommendations are made for systematic evaluation of identified criteria.
TL;DR: In this paper, teaching strategies specifically designed to facilitate the acquisition of new skills by severely and profoundly handicapped learners in instructional programs are discussed in terms of their functional relationship to independent performance in nonschool environments.
Abstract: This paper focuses on teaching strategies specifically designed to facilitate the acquisition of new skills by severely and profoundly handicapped learners in instructional programs. Strategies are discussed in terms of their functional relationship to independent performance in nonschool environments, and emphasis is placed on the avoidance of synthetic teaching and consequating procedures and events.
TL;DR: In this article, the transdisciplinary approach is proposed as the most appropriate model for implementing the provisions set forth in Public Law 94-142, and major changes involving special education are discussed.
Abstract: This paper proposes the transdisciplinary approach as the most appropriate model for implementing the provisions set forth in Public Law 94–142. It discusses major changes involving special educato...
TL;DR: An array of formal and informal methods for promoting integration, directed toward both school staff and students, are provided to assist teachers of the severely handicapped in systematically integrating their students into the regular school milieu.
Abstract: The authors contend that least restrictive environment involves more than merely placing severely handicapped students in regular schools. In addition to regular school placement, systematic effort...
TL;DR: In this article, a 60-year-old foster mother of a 4-month-old infant was instructed how to teach three tasks to her severely handicapped child. But they did not specify how to train the child.
Abstract: Mothers of two severely handicapped infants (CA 4 and 14 months, respectively) were instructed how to teach their children three tasks. A 60-year-old foster mother of a 4-month-old infant taught he...
TL;DR: Six diagnostic tasks of two-choice discrimination skills were used to assess clients residing in a state institution for the mentally handicapped, suggesting that the discrimination assessment procedure may be useful in sign language programs for the hearing impaired/mentally handicapped.
Abstract: Six diagnostic tasks of two-choice discrimination skills were used to assess 32 hearing impaired/mentally handicapped clients residing in a state institution for the mentally handicapped. Two tasks measured sign discrimination skill, two measured visual discrimination, and two measured motor discrimination. The tasks were found to be hierarchically ordered in difficulty. Clients who passed the sign tasks passed all of the tasks, and clients who passed the visual tasks always passed the motor tasks. Assessment results were used to predict performance on two tasks that reduced the number of contrasting stimulus cues (color, size, shape, and pattern) of the objects to be discriminated and on a training task that resembled tasks used to teach receptive signs. Assessment results predicted performance on all tasks, suggesting that the discrimination assessment procedure may be useful in sign language programs for the hearing impaired/mentally handicapped.
TL;DR: In this paper, the authors present data from a validation survey distributed to college and university food service workers to evaluate their satisfaction with their service consumers in competitive employment settings, and present the results of the validation survey.
Abstract: Employers constitute a valuable group of service consumers in competitive employment settings. This report presents data from a validation survey distributed to college and university food service ...
Abstract: The present investigation sought to teach a sequence of arrival behaviors to a severely mentally retarded child living in an institution. The sequence consisted of three behavior clusters: walking to the building from the school bus, locating the bedroom and depositing a schoolbag and coat, and locating and entering a playroom. A multiple baseline design with a reversal component was used. In multiple baseline fashion, pacing prompts were introduced on selected sub-tasks in two of the three behavior clusters, with a resulting increase in independence in arriving home from school. Withdrawal and reintroduction of the pacing prompts, representing the reversal component, unequivocally established that increases in independent arrival behavior were attributed to the pacing prompts.
TL;DR: It is argued that tests that require severely physically handicapped individuals to make motor or verbal responses under conditions that have been standardized for learners with no motoric problems are equally discriminatory.
Abstract: Taking one step further the courts' determination that standardized tests may be unduly discriminatory because of cultural or racial bias, the authors of this paper argue that tests that require severely physically handicapped individuals to make motor or verbal responses under conditions that have been standardized for learners with no motoric problems are equally discriminatory. Suggestions are presented for modifying existing test instruments to obtain more accurate and valid measures of the functional level of severely physically handicapped learners.
TL;DR: In this paper, severely handicapped children were trained to point to consonant/vowel/consonant nonsense labels depicted by geometric forms under both serial and concurrent training conditions.
Abstract: Three severely handicapped children were taught to point to consonant/vowel/consonant nonsense labels depicted by geometric forms under both serial and concurrent training conditions. Results indicated faster acquisition under the serial training condition but consistently better discriminative responding under the concurrent training condition. This was observed in probe trials containing additional stimulus cards. A reversal design was used to demonstrate experimental control.
TL;DR: The discussion includes information on establishing a system or upgrading existing services, selecting appropriate screening tools, referring persons in need of professional vision care, obtaining appropriate treatment, and providing follow-up services required to ensure that all persons with severe handicaps receive the best possible vision care.
Abstract: This article discusses vision screening programs designed to serve persons with severe handicaps. The discussion includes information on establishing a system or upgrading existing services, selecting appropriate screening tools, referring persons in need of professional vision care, obtaining appropriate treatment, and providing follow-up services required to ensure that all persons with severe handicaps receive the best possible vision care.
TL;DR: In this paper, the authors assessed object permanence in severely handicapped students and found a high prevalence of deficits in reflex and voluntary motor development in severely disabled students, which is a common issue in the assessment of cognitive skills.
Abstract: Assessment of cognitive skills in severely handicapped students is complicated by a high prevalence of deficits in reflex and voluntary motor development. This study assessed object permanence cons...
TL;DR: The issues involved relative to treatment or involuntary euthanasia are reviewed from two opposing perspectives and a brief review of suggested policy to regulate such decisions concludes the article.
Abstract: Severely handicapped newborns often require life-sustaining medical treatment immediately after birth. Recent reports have indicated that parents and/or physicians occasionally decide not to provid...
TL;DR: The success or failure of community ICF/MRs in meeting the needs of disabled persons will depend on the degree to which states are committed to serving people in the least restrictive and most normalized settings possible.
Abstract: The use of Title XIX funds for community residences has generated considerable controversy. Several states have developed small ICF/MRs. Michigan—with its Macomb-Oakland Regional Center—is a national leader in developing model residences with ICF/MR funds. However, few states have limited ICF/MR funds to small living arrangements with six or less residents. Statistics show that some states are using ICF/MR funds to develop mini-institutions. This article discusses the feasibility of developing small living alternatives with ICF/MR funds. It concludes that the success or failure of community ICF/MRs in meeting the needs of disabled persons will depend on the degree to which states are committed to serving people in the least restrictive and most normalized settings possible.
TL;DR: This paper presented a summary of the language characteristics of autistic children and related them to existing research supporting both sign alone and sign plus speech as viable training modes for nonverbal autistic children, although no definitive conclusions can be drawn from the literature regarding the choice of teaching language in one mode over another for all autistic children.
Abstract: While more and more literature supports the use of signing as a valid communication alternative for nonverbal autistic children, few clear statements exist that speak to the efficacy of training in one mode over another. This article presents a summary of the language characteristics of autistic children and relates them to existing research supporting both sign alone and sign plus speech as viable training modes. Although no definitive conclusions can be drawn from the literature regarding the choice of teaching language in one mode over another for all autistic children, clinical implications are given regarding existing data and its application to autistic children. Procedures for determining the optimal sign teaching mode for a given child are also discussed, and a call for additional research is made.
TL;DR: Ethical issues are examined that involve withholding medical treatment from severely handicapped infants that include society's apparent acceptance of this practice and several solutions to the problems.
Abstract: Ethical issues are examined that involve withholding medical treatment from severely handicapped infants Although current laws do not sanction euthanasia, severely handicapped infants are often assisted in dying Discussion includes society's apparent acceptance of this practice and several solutions to the problems
TL;DR: The placement of moderate, severely, and profoundly handicapped children from large institutions into a group home (five children) in a community setting over a five-year period is discussed.
Abstract: This paper discusses the placement of moderate, severely, and profoundly handicapped children from large institutions into a group home (five children) in a community setting. The child training and community placement model is described briefly. Emphasis is on the cost comparison of children in an institution, a group home, and a single-family residence over a five-year period.
TL;DR: In this article, the authors ask what rights do retarded children have not to be institutionalized, and what right do retarded people have to aggressive medical treatment that will help prolong their lives.
Abstract: What rights do retarded children have not to be institutionalized? What rights do retarded people have to aggressive medical treatment that will help prolong their lives? These are questions that t...