Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 1983"
TL;DR: A brief historical review of educational service delivery models for severely handicapped students is provided, six learning and performance characteristics and some of their educational implicatio... as mentioned in this paper,... ).
Abstract: A brief historical review of educational service delivery models for severely handicapped students is provided, six learning and performance characteristics and some of their educational implicatio...
91 citations
TL;DR: Teachers of severely handicapped pupils frequently employ various types of assistance antecedent to pupil responses in order to increase the likelihood that behaviors will be performed as mentioned in this paper, and this assist...
Abstract: Teachers of severely handicapped pupils frequently employ various types of assistance antecedent to pupil responses in order to increase the likelihood that behaviors will be performed. This assist...
73 citations
TL;DR: In this article, the authors present an analysis of costs incurred and tax monies saved, over an approximately 4-year period, through the successful implementation of an ongoing job training and placement program.
Abstract: This paper presents an analysis of costs incurred and tax monies saved, over an approximately 4-year period, through the successful implementation of an ongoing job training and placement program. The focus of the analysis is on the amount of money saved rather than on the wages earned by moderately and severely handicapped workers. Factors in the cost analysis include number of months the client had been working, amount of staff hours expended on the client at the job site, amount of funds expended proportionately on each client, Supplemental Social Security Income saved, estimated cost of day programming for the client if no job placement had been made, Targeted Job Tax Credit Program costs, and amount of state and federal taxes withheld. After almost 4 years, the public's cumulative savings totaled $620,576, while expenditures totaled $530,300. Thus, the total direct financial benefit to taxpayers is $90,376. Since initiation of the program, the clients' cumulative earnings are over $500,000.
59 citations
TL;DR: Documentation of positive outcomes for severely handicapped learners as a function of their educational programs is receiving increased attention as the major focus of program development, monitori... as mentioned in this paper,.
Abstract: Documentation of positive outcomes for severely handicapped learners as a function of their educational programs is receiving increased attention as the major focus of program development, monitori...
54 citations
TL;DR: In this article, the locations in which services are provided to severely handicapped students are discussed. And the issues confronting those concerned with providing educational services to severely disabled students are extremely important and controversial.
Abstract: Two issues confronting those concerned with providing educational services to severely handicapped students are extremely important and controversial: (a) the locations in which services are provid...
39 citations
TL;DR: Crossmodal transfer of stimulus control procedures were used to establish reliable responding to an auditory cue in three severely multiply handicapped students who had previously failed to demonstrate reliable responses to stimuli presented in the auditory mode.
Abstract: Crossmodal transfer of stimulus control procedures was used to establish reliable responding to an auditory cue in three severely multiply handicapped students who had previously failed to demonstr...
24 citations
TL;DR: Two strategies for lexicon selection, one based upon functional-remedial logic and the other upon developmental considerations, are presented together with guidelines for selecting lexical items derived from each.
Abstract: Principles, processes, and information that can be used in selecting an initial lexicon are discussed. Two strategies for lexicon selection, one based upon functional-remedial logic and the other u...
22 citations
TL;DR: Data indicate the children's ability to discriminate between both types of sensory stimulation and may be interpreted as a measure of preference for contingent stimulation.
Abstract: This study assessed contingency awareness in young severely handicapped, nonambulatory children who had voluntary control over eye movements. Initially, a simultaneous treatment phase of alternating daily sessions of contingent and noncontingent sensory stimulation was presented. A second phase consisting of two daily sessions of contingent stimulation followed. In the third and final phase, alternating treatment was reinstituted. All children demonstrated longer duration of visual fixation to the sensory stimulation display during sessions of contingent stimulation. These data indicate the children's ability to discriminate between both types of sensory stimulation and may be interpreted as a measure of preference for contingent stimulation. Possible implications of these data for program design and implementation with severely handicapped students are discussed.
22 citations
TL;DR: A five-component model for developing a respite care service network is presented, focusing on the need for competency-based service-provider training and parent involvement.
Abstract: The authors examine considerations related to the design and development of a respite care service delivery network. The needs for service developers to define the scope of services, to adequately assess parent need and community resources, and to develop appropriate service options are explored. The notion of an array of service options representing greater to lesser degrees of restrictiveness is presented. Service requests are examined with respect to the crisis resolution and prevention needs of families. A five-component model for developing a respite care service network is presented, focusing on the need for competency-based service-provider training and parent involvement. Recommendations are made for further service and research efforts.
21 citations
TL;DR: In this article, the authors examined whether systematic training enables fifth and sixth graders to become instructional trainers with severely handicapped students and found that the training program focused on teaching cafeter...
Abstract: This study examined whether systematic training enables fifth and sixth graders to become instructional trainers with severely handicapped students. The training program focused on teaching cafeter...
18 citations
TL;DR: Overall, 92% of the predictions made were accurate for the sample tested, indicating that the discrimination assessment was successful in determining the preferred presentation mode(s) for each child.
Abstract: Seven tasks of discrimination skill were used to assess multiply handicapped preschool children. One task assessed sign discrimination skill, two tasks assessed auditory skill, two tasks assessed visual skill, and two tasks assessed motor skill. For 10 of 11 children, the tasks were hierarchically ordered in difficulty. Children who passed the auditory tasks passed all of the tasks, children who passed the sign task passed the visual and motor tasks, and children who passed the visual tasks always passed the motor tasks. The results of assessment were used to predict the performance of seven of the children on four common classroom tasks. Each classroom task was presented under three modes of presentation: auditory, sign, and visual. Overall, 92% of the predictions made were accurate for the sample tested, indicating that the discrimination assessment was successful in determining the preferred presentation mode(s) for each child.
TL;DR: In this paper, a systematic individual instruction program was employed to teach three profoundly retarded adults selected physical fitness exercises to improve their performance in a group physical fitness program without additional individual training.
Abstract: A systematic individual instruction program was employed to teach three profoundly retarded adults selected physical fitness exercises Measures were taken to determine if the subjects (a) learned the exercises under the individual instruction program, (b) generalized the exercises to a group physical fitness program, and (c) generalized learning the exercises to the point of learning nontrained exercises in the group physical fitness program without additional individual training Data were also gathered on the maintenance of the exercises in the individual and group settings Results indicated that the profoundly retarded adults learned the selected exercises and generalized the exercises to a group physical fitness program Performance on nontrained exercises in the group physical fitness program also improved without additional individual training The subjects maintained all exercises, trained and nontrained, in both the individual and group settings
TL;DR: In this paper, an alternating treatments design was employed to compare the effectiveness of two group-training formats relative to individual training in teaching severely handicapped adults to identify blabble.
Abstract: An alternating treatments design was employed to compare the effectiveness of two group-training formats relative to individual training in teaching three severely handicapped adults to identify Bl...
TL;DR: In this article, the authors examined acquisition, maintenance, and generalization aspects of teaching basic photography skills to a 20-year-old severely mentally retarded male with Down's syndrome.
Abstract: Leisure skills programming for individuals with severe handicapping conditions has recently emerged as a prominent curricular domain. The present investigation examined acquisition, maintenance, and generalization aspects of teaching basic photography skills to a 20-year-old severely mentally retarded male with Down's syndrome. Training occurred in a public school setting and at the learner's place of residence. Training procedures combined simulation, a least-to-most intrusive prompting hierarchy, basic reinforcement strategies, and a method of assisting the learner make the connection between simulated and real materials. Within a multiple-probe design across four phases, the learner acquired and maintained the skills of loading film in a camera, using a flash attachment, deciding what to photograph, and taking a photograph. Additionally, generalization effects from simulated to real materials showed increasing covariation as the program progressed. Implications of this study focus on the viability of p...
TL;DR: This paper used a counterbalanced ABA withdrawal design to look at several aspects of data collection on instructional programs that have been taught for more than 1 month, and found that teaching assistants could accurately teach such programs without using a data sheet to guide them through the task analysis.
Abstract: This study used a counterbalanced ABA withdrawal design to look at several aspects of data collection on instructional programs that have been taught for more than 1 month. The results indicated that (a) teaching assistants could accurately teach such programs without using a data sheet to guide them through the task analysis; (b) accuracy of judging how well a student performed during a session was surprisingly similar in the data and no data conditions, though there were slight increases in accuracy under the data condition on four of the five programs; (c) all three of the teaching assistants made more accurate statements about how well a student's current performance compared with his/her previous performance when data were collected than when data were not collected, and (d) the teaching assistants also agreed more often with the instructional decisions of experts when data were collected.
TL;DR: In this paper, the authors evaluated the effectiveness of specific pre-language communication programming techniques on the development of communication awareness behaviors of four profoundly mentally handicapped students and found that the procedures were effective and that, in the majority of cases, the communication awareness behaviours generalized to other situations and individuals.
Abstract: The purpose of this study was to ascertain the effectiveness of specific prelanguage communication programming techniques on the development of communication awareness behaviors of four profoundly mentally handicapped students. Results indicate that the procedures were effective and that, in the majority of cases, the communication awareness behaviors generalized to other situations and individuals. Problems related to defining communication awareness behaviors and communicative stimuli, as well as issues pertaining to generalization, are discussed.
TL;DR: The authors discuss four types of nonhandicapped peer intervention procedures and some major issues to consider when using them.
Abstract: Nonhandicapped peers represent a readily available source of manpower in regular public school settings. Recent research has indicated that nonhandicapped students can be effective in teaching severely handicapped students new behaviors. The authors discuss four types of nonhandicapped peer intervention procedures and some major issues to consider when using them.
TL;DR: In this article, a domestic training environment for severely handicapped students in rural public school districts was described, which was provided by the DeKalb County Special Education Association (DCSEA) in Illinois.
Abstract: This paper describes a domestic training environment created through a joint agreement among 10 rural public school districts. The environment was designed to teach severely handicapped students domestic skills in a natural and future community environment. The program was provided by the DeKalb County Special Education Association (DCSEA) in the state of Illinois. Severely handicapped students, ages 18 to 21, received training from a certified teacher and an assistant three overnights a week for 3 consecutive weeks. All students, ages 6 to 21, received day training in the environment from their classroom teachers. Skills checklists and schedules utilized by the domestic trainers are discussed and illustrated along with the logistics and costs of providing the training environment.
TL;DR: In this paper, the effectiveness of teacher and peer supervision in increasing levels of on-task behavior and work performance in a prevocational setting was evaluated and it was suggested that delegating some student supervisory responsibilities allowed a teacher to use instructional time more efficiently and affords the supervising peer an opportunity to learn valuable work-related skills.
Abstract: This study evaluated the effectiveness of teacher and peer supervision in increasing levels of on-task behavior and work performance in a prevocational setting. Six severely retarded individuals served as subjects and were assigned an assembly task. Results indicated that close supervision by either a teacher or peer was superior to the baseline condition. In addition, results showed that peer supervision produced higher levels of on-task behavior among subjects than did teacher supervision. It was suggested that delegating some student supervisory responsibilities permits a teacher to use instructional time more efficiently and affords the supervising peer an opportunity to learn valuable work-related skills.
TL;DR: The right to physical education for handicapped pupils including non-academic and extracurricular activities such as athletics was guaranteed by the United States Congress in this paper, despite the legislative mandate for physical education.
Abstract: P.L. 94–142 provides the right to physical education for handicapped pupils including nonacademic and extracurricular activities such as athletics. Despite the legislative mandate for physical educ...
TL;DR: In this article, the authors compared automated instruction with human instruction to teach visual discrimination with 20 developmentally retarded preschool children and found that human instruction was significantly better than automated instruction for visual discrimination.
Abstract: More speculation than empirical data has been generated on the value automated instruction holds for special education. As automated technology advances, the possibilities for classroom instruction increase. The purpose of the present study was to compare automated instruction with human instruction to teach a visual discrimination. Twenty developmentally retarded preschool children were trained on two discriminations with automated instruction and two discriminations with human instruction. With trials to criterion as the dependent variable, the results showed human instruction significantly better than automated instruction (p = .0001). Nine children did reach criterion for both discriminations with automated instruction and therefore showed they could learn a discrimination without the necessity of human interaction. These results are discussed in terms of the value automated instruction may have for classroom instruction with the developmentally retarded student.
TL;DR: This paper investigated the structural aspects of six severely retarded adolescents' productive language using the Guess, Sailor, and Baer (1976) language training program, and found a strong relationship between the length of the trained forms and generalization.
Abstract: This study investigated the generalized effects of the Guess, Sailor, and Baer (1976) language training program on the structural aspects of six severely retarded institutionalized adolescents' productive language. The subjects were studied longitudinally for periods ranging from 16 to 31 months, during which time each progressed through part of the training program. In all, a total of 73 two-, three-, and four-word syntactic forms were trained to criterion. Verbatim language samples were concurrently collected in the subjects' classrooms, dining rooms, and living units. Forty-one (56%) of the trained forms were shown to generalize the subjects' actual usage repertoires. There was a strong relationship between the length of the trained forms and generalization. This effect was shown to be related to the subjects' MLUs. Almost no change occurred in the subjects' general language abilities. Strong relationships between number of training sessions and subjects' rate of verbalization, subjects' MLUs and rate ...
TL;DR: Nutritional needs are examined as they are affected by specific handicapping conditions, medications commonly used with severely handicapped children, special diets, and behavioral influences.
Abstract: This article discusses special considerations in the diet and nutrition of severely handicapped children. Nutritional needs are examined as they are affected by (1) specific handicapping conditions, (2) medications commonly used with severely handicapped children, (3) special diets, and (4) behavioral influences. The potential for interaction among these factors is discussed, and six guidelines are provided to help ensure improved nutrition for children with severely handicapping conditions.
TL;DR: In this paper, the authors used matched comparison designs to address the question of client development in the two settings and concluded that, despite its flaws, this design is the best presently feasible to address client development.
Abstract: Behavioral data were collected for 713 residents of a public institution in 1978 and 1980; the same data were collected for 174 residents of community living arrangements (CLAs) in a neighboring urban area in 1979 and 1981. The research question was whether the two groups displayed different rates or patterns of developmental growth. Matching clients by initial adaptive and maladaptive behavior scores, gender, and age, 104 matched pairs were identified. The institutional sample showed no change over 2 years, while the CLA sample showed significant developmental progress in reduction of maladaptive behavior. Problems with matched comparison designs are discussed. It is concluded that, despite its flaws, this design is the best presently feasible to address the question of client development in the two settings.
TL;DR: Signs selected from lists used in studies with mentally retarded and autistic children and previously rated for visual iconicity were presented tactilely to 13 blind persons, suggesting that developmental language theory can account not only for the similarity in subjects' responses, but also for the particular signs that are most likely to be perceived as iconic.
Abstract: Signs selected from lists used in studies with mentally retarded and autistic children and previously rated for visual iconicity were presented tactilely to 13 blind persons. Visual and tactile ratings were found to be very similar across blind, deaf, and hearing-sighted adults, and hearing-sighted children. Findings suggest that developmental language theory can account not only for the similarity in subjects' responses, but also for the particular signs that are most likely to be perceived as iconic. Sign rankings are provided, indicating the signs that should be most salient to deaf-blind children.
TL;DR: A survey of state-adopted definitions of the term "severely handicapped" and certification requirements for teachers of severely handicapped students revealed that 70% of the states had some typ...
Abstract: A survey of state-adopted definitions of the term “severely handicapped” and of certification requirements for teachers of severely handicapped students revealed that 70% of the states had some typ...
TL;DR: This paper presents a strategy to conduct assessments that will enable development of functional objectives that encompass learning needs from several related areas of instruction.
Abstract: In recent years, the need for development of functional, activity-based programs for multiply and severely handicapped learners has been voiced. However, typically used diagnostic procedures do not provide the variety of information a teacher needs to design well-coordinated objectives. This paper presents a strategy to conduct assessments that will enable development of functional objectives that encompass learning needs from several related areas of instruction. A case study is provided to illustrate the process.
TL;DR: In this article, the authors identify and discuss some practical issues with the development of extended school year programs, and discuss the practical issues that arise with these programs and how to solve them.
Abstract: Because of recent litigation, many states and school districts are currently struggling with the development of extended school year programs. The authors identify and discuss some practical issues...
TL;DR: In this article, the authors examined the use of teacher-paced instruction in developing and maintaining independent self-feeding in severely retarded and physically handicapped public school students with repetitive and inappropriate mealtime behaviors.
Abstract: This study examined the use of teacher-paced instruction in developing and maintaining independent self-feeding. Teacher-paced instruction involved a procedure that controlled the rate at which the subject was given portions of his meal. A severely retarded and physically handicapped public school student who exhibited repetitious and inappropriate mealtime behaviors served as the subject. An ABAB design was used to evaluate treatment effects, and a partial withdrawal of treatment components was used to facilitate maintenance. The results indicated that teacher-paced instruction was effective in reducing inappropriate mealtime behavior and could be faded easily and quickly. Follow-up indicated that treatment effects were maintained.
TL;DR: The rationale and provisions of this new policy, the Medicaid Home and Community-Based Care Waiver Authority, are described and the current status of waiver applications and the potential impact of the waiver on community service development are discussed.
Abstract: The lack of resources to provide a comprehensive network of support services to mentally retarded persons living in the community is a serious obstacle to deinstitutionalization. In the past, most federal funds allocated for services to the mentally retarded were used for institutional care. However, recent changes in Medicaid funding policies allow states the option of applying for a waiver that would enable them to use Medicaid funds to provide services in the community to individuals who, without these services, are at risk of institutionalization. This article describes the rationale and provisions of this new policy, the Medicaid Home and Community-Based Care Waiver Authority. It also discusses the current status of waiver applications and the potential impact of the waiver on community service development.