Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 1984"
TL;DR: In this paper, some issues related to the assessment of possible communicative functions of aberrant behavior are addressed in terms of both the behavioral and the pragmatics litmus test.
Abstract: This paper presents some issues related to the assessment of possible communicative functions of aberrant behavior. These issues are addressed in terms of both the behavioral and the pragmatics lit...
208 citations
TL;DR: In this paper, the authors argue that making choices is an essential part of functioning independently as an adult in society Activities specifically directed toward helping students learn to make choices, however, are typically negle
Abstract: Making choices is an essential part of functioning independently as an adult in society Activities specifically directed toward helping students learn to make choices, however, are typically negle
126 citations
TL;DR: In this article, the authors present an analysis of generalization failures (i.e., the patterns of generalisation errors) and link these errors back to stimulus characteristics present during training.
Abstract: The technology of applied behavior analysis has documented impressive advances in procedures for changing behavior. Behavior change is often functional, however, only if it endures over time and is performed in nontrained situations. One approach to building a technology that meets these standards has been systematic analysis of generalization “successes.” The present paper extends this approach through an analysis of generalization failures (i.e., the patterns of generalization errors). A format is provided for categorizing the errors made in generalization situations, and linking these errors back to stimulus characteristics present during training. Stimulus control serves as the pivotal concept that directs this error analysis, and provides the bridge between infrahuman research on generalization and the broader applied issue of obtaining performance across nontrained situations. Implications of the error analysis are defined for building a technology of generalization, and for developing an effective ...
83 citations
TL;DR: In this article, the authors compared the effectiveness of three strategies for purchasing grocery store items with four high school students labeled moderately or severely retarded. But neither role playing strategy alone was successful at teaching a generalized purchasing skill.
Abstract: Teachers often provide classroom based instruction on the assumption that behaviors learned in the classroom will be performed in natural settings. The present study examines this assumption by comparing the effectiveness of three strategies for purchasing grocery store items with four high school students labeled moderately or severely retarded. Students were trained to negotiate payment to the cashier by (a) role playing in the classroom with flashcards designating the amount of purchase, (b) role playing in the classroom with slides of cash registers at different amounts, or (c) role playing with the slides and in vivo training in one store. A multiple baseline design across subjects indicates afunctional relationship between the combined slide and in vivo strategy and correct performance across a range of nontrained probe stores. Neither role playing strategy alone was successful at teaching a generalized purchasing skill. The data are discussed in terms of research implications for studying generaliz...
79 citations
TL;DR: The authors provided an impetus for more widespread familiarity with and use of qualitative research methodology among educators concerned with the education of persons with severe handicaps by drawing together and attempting to clarify the present state of the art in qualitative research research methodology.
Abstract: There has been a growing interest in the potential contributions qualitative research could make to “scientific”/scholarly inquiry in special education (Edgerton, 1984; Stainback & Stainback, 1984; Taylor & Bogdan, 1984). The purpose of this paper is to provide an impetus for more widespread familiarity with and use of qualitative research methodology among educators concerned with the education of persons with severe handicaps by drawing together and attempting to clarify the present state of the art in qualitative research methodology.
65 citations
TL;DR: A 15-year-old learner with severe handicaps who exhibited minimal intentional communicative behavior was taught to discriminate between three classes of communicative functions, including requesting, rejecting, and commenting as discussed by the authors.
Abstract: A 15-year-old learner with severe handicaps who exhibited minimal intentional communicative behavior was taught to discriminately encode three classes of communicative functions, including requesting, rejecting, and commenting. A single symbol (want) represented the requesting function, and another symbol (no) represented the rejecting function. Four signs from American Sign Language represented each of four object labels taught in the commenting function. Communicative functions were taught in a mixed sequential paradigm (requesting, requesting/rejecting, and requesting/rejecting/commenting). Elicited probes were administered after each acquisition criterion was reached to assess generalization across communicative situations. Results suggest that a series of pragmatic discriminations can be established early in a sequence of communicative intervention. Further, the learner used requesting and rejecting spontaneously in other classroom environments. Results are discussed in terms of content, selection, a...
49 citations
TL;DR: This paper examined the effects of training an adolescent with autism to initiate to non-handicapped children who were sequentially introduced to training and found that spontaneous initiations increased with the introduction of the second training peer and continued even after cessation of the training tactics.
Abstract: This study examined the effects of training an adolescent with autism to initiate to nonhandicapped children who were sequentially introduced to training. Using a multiple baseline design across nonhandicapped training peers, the subject's rate of social initiations and percentage of time spent in continuous, spontaneous interactions with both training and nontraining peers were examined. Results indicated that spontaneous initiations to and interactions with nonhandicapped peers increased with the introduction of the second training peer. Results also indicated that across-peer generalization was more evident after training with the third peer and continued even after cessation of the training tactics. The findings contribute to an emerging data base indicating that sequential training across nonhandicapped peers is an effective means of promoting generalization of newly acquired social behavior.
49 citations
TL;DR: In this article, the authors reviewed the published research on group instruction with persons who have severe disabilities and concluded that group instruction can be effective and efficient with these individuals; however, considerably more research is needed before specific group instruction programs should be regarded as scientifically validated methods of training persons with severe disabilities.
Abstract: This paper reviews the published research on group instruction with persons who have severe disabilities. It is concluded that group instruction can be effective and efficient with these individuals; however, considerably more research is needed before specific group instruction programs should be regarded as scientifically validated methods of training persons with severe disabilities. A number of areas are discussed in which future research is needed, with particular emphasis on the teaching of a wider variety of skills and in a greater variety of training situations, more comprehensive evaluations of group instruction parameters, and delineation of conditions in which different methods of group instruction are most effective and efficient.
41 citations
TL;DR: In this paper, the highly selective and closely monitored use of an Extended Training Option is offered as a reasonable procedure that can be used to arrange for nonsheltered functioning while the attitudes and skills necessary for direct pay are developed.
Abstract: One major reason why those adults with the most severe intellectual handicaps are prevented from performing meaningful work in nonsheltered environments is the requirement that they cannot do so unless they receive direct pay. Unfortunately, as long as direct pay is an admission requirement to the real world of work, confinement to unnecessarily costly, antihabilitative, and counterproductive segregated facilities and prevocational programs that never lead to real work in the real world will prevail. The highly selective and closely monitored use of an Extended Training Option is offered as a reasonable procedure that can be used to arrange for nonsheltered functioning while the attitudes and skills necessary for direct pay are developed. Specifically, workers with severe intellectual handicaps should be placed in nonsheltered vocational environments, unless health considerations are contraindicated. Then they should be taught to perform meaningful work. Then all reasonable attempts to secure contingent d...
29 citations
TL;DR: In this article, six sections of a general education class for prospective teacher trainees were randomly assigned to one of two groups (N = 162). Each group was exposed to an identical audiotaped/slide presentation of a special education program involving a young woman with Down's Syndrome.
Abstract: Six sections of a general education class for prospective teacher trainees were randomly assigned to one of two groups (N = 162). Each group was exposed to an identical audiotaped/slide presentation of a special education program involving a young woman with Down's Syndrome. However, the slides accompanying one group's taped presentation consisted of functional, integrated, and age appropriate curriculum activities and the slides accompanying the other group's presentation included non-functional, segregated, and age inappropriate activities. Prior to viewing the slide/tape presentation, all persons completed the Attitudes Toward Disabled Persons Questionnaire (ATDP) (Yuker, Block & Younng, 1966). After viewing the slides, the participants completed a teacher-made questionnaire regarding their attitudes and expectations toward a young woman with Down's Syndrome. The multivariate analysis of variance resulted in no statistically significant differences between the two groups on the ATDP, but did result in ...
24 citations
TL;DR: In this article, a decision model is presented which should allow teachers to intervene more systematically when students fail to respond to relevant cues and corrections when severely handicapped students must learn to respond.
Abstract: Community environments offer a rich variety of stimuli to which severely handicapped students must learn to respond Teaching procedures are needed that will draw a student's attention to the relevant cues and corrections as they naturally occur in the community A decision model is presented which should allow teachers to intervene more systematically when students fail to respond to relevant cues and corrections
TL;DR: The authors argue that the proposed program needlessly sacrifices wages and other employment benefits, distorts the benefits of integration by looking only at the workplace, and tolerates unequal treatment of citizens with severe disabilities.
Abstract: This paper responds to Brown et al. (1984), who propose an extended training program involving work without pay in integrated settings for adults with severe intellectual handicaps. While agreeing about the capability of persons with disabilities, the importance of integration, and the failings of typical services, we believe that their extended training proposal represents an unnecessary retreat from values that have guided development of exemplary school and community services for persons with severe handicaps. As an extended outcome of services, the proposed program needlessly sacrifices wages and other employment benefits, distorts the benefits of integration by looking only at the workplace, and tolerates unequal treatment of citizens with severe handicaps. Relying on unpaid work as a strategy for time-limited employment preparation creates the risk of overuse and of perpetual readiness programming, suggesting that professional effort could be better spent in development of supported employment oppor...
TL;DR: The results from 1977 and 1982 national surveys of all state-licensed, state-contracted, or state-operated facilities demonstrate a residential population of static total size but changing characteristics.
Abstract: This paper summarizes and compares the results of two national surveys of residential facilities for people who are mentally retarded. The results from 1977 and 1982 national surveys of all state-licensed, state-contracted, or state-operated facilities demonstrate a residential population of static total size but changing characteristics. Most notable were a decreasing number of children in out-of-home residential care and an increasing proportion of persons who are severely/profoundly handicapped in community-based residences. The number of smaller facilities increased substantially.
TL;DR: This paper discusses general considerations for selecting recreation/leisure skill targets for deaf/blind severely handicapped individuals along with specific leisure task/materials adaptations.
Abstract: This paper discusses general considerations for selecting recreation/leisure skill targets for deaf/blind severely handicapped individuals along with specific leisure task/materials adaptations. A pilot study is also presented illustrating such considerations and adaptations in teaching deaf/blind young adults to operate a tape player.
TL;DR: In this article, six adults with severe disabilities were taught to purchase coffee in a community sit-down restaurant using a 46 step task analysis, a prompt hierarchy of least to greatest prompts, and social reinforcement.
Abstract: Six adults with severe disabilities were taught to purchase coffee in a community sit-down restaurant. Skills in the community were taught using a 46 step task analysis, a prompt hierarchy of least to greatest prompts, and social reinforcement. Generalization was assessed across two restaurants with similar characteristics and one with dissimilar characteristics (i.e., a fast food restaurant). At the completion of training, the people involved in the study demonstrated competencies equal to non-handicapped customers and they maintained these skills at a two to five month follow-up assessment.
TL;DR: In this paper, the authors describe the arena assessment approach which is an extension of the transdisciplinary team model into assessment activities, and compare two assessmen with social validation data from two different assessmen.
Abstract: This paper describes the arena assessment approach which is an extension of the transdisciplinary team model into assessment activities. Social validation data are presented comparing two assessmen...
TL;DR: This paper found that although a considerable number of objectives related to the development of potentially functional skills, very few suggested the desirability of generalized performance, and possible reasons for the omission of generalized outcomes are discussed and recommendations are provided for the construction of objectives.
Abstract: It is argued that behavioral objectives will be most useful when they are not only technologically adequate and include functional target behaviors, but when generalization is explicitly specified as a desired educational outcome as well. This investigation was undertaken to determine whether IEP objectives for selected pupils in participating schools included generalization as an outcome of instruction. It was found that although a considerable number of objectives related to the development of potentially functional skills, very few suggested the desirability of generalized performance. Possible reasons for the omission of generalized outcomes are discussed and recommendations are provided for the construction of objectives.
TL;DR: The combination of social, cognitive and communicative deficits associated with individuals with autism has contributed to a unique and complex relationship between parents and professionals who serve these individuals as mentioned in this paper, which has changed over time from one in which parents were blamed for their children's autism to the present situation in which the emphasis is on a parent-professional partnership.
Abstract: The combination of social, cognitive and communicative deficits associated with autism has contributed to a unique and complex relationship between parents and professionals who serve these individuals. This relationship has changed over time from one in which parents were blamed for their children's autism to the present situation in which the emphasis is on a parent-professional partnership. This paper addresses some of the roots of non-productive parent-professional interactions related to individuals with autism and suggests some standards which might lead to more fruitful and positive relationships.
TL;DR: In this paper, a review of recreational/leisure training programs that have been conducted with moderately/severely handicapped individuals is presented, focusing on data-based task analytic, instructional effo...
Abstract: The authors review recreation/leisure training programs that have been conducted with moderately/severely handicapped individuals. Emphasis is placed on data based task analytic, instructional effo...
TL;DR: This study examines the effects of neurophysiological facilitation procedures on eating skills in four severely handicapped children using a reversal design.
Abstract: This study examines the effects of neurophysiological facilitation procedures on eating skills in four severely handicapped children. A reversal design is used to measure the effects of exteroceptive and proprioceptive stimulation on lip closure, rotary chewing, and spilling of food and drink from the mouth. Some improvements in eating skills were found in each student when facilitation procedures were administered.
TL;DR: Information on two widely-used logographic-type systems, Rebus and Blissymbolics, is compiled and decision-making variables in selecting a particular system are addressed applying information from knowledge of the internal characteristics and from research findings.
Abstract: Information on two widely-used logographic-type systems, Rebus and Blissymbolics, is compiled in this paper. An analysis is made of the internal characteristics of the systems, and research on the ...
TL;DR: In this article, a concurrent schedule design was used to compare the effects of three commercial reactive toys and three nonreactive toys on the estimated amount of time three severely handicapped children engaged in manipulative activity and visual attention to toy play.
Abstract: A concurrent schedule design was used to compare the effects of three commercial reactive toys and three nonreactive toys on the estimated amount of time three severely handicapped children engaged in manipulative activity and visual attention to toy play. The reactive toys used were capable of producing sound and/or sustaining motion as a consequence of manipulation. The nonreactive toys were identical to the reactive ones, however they were modified to eliminate or restrict their sensory feedback features. On each daily nine minute session, each subject was exposed to three pairs of toys presented in succession; each toy pair consisted of one reactive toy and its nonreactive toy counterpart. The results indicated that in comparison to the nonreactive toys, the reactive toys had a substantially greater influence on the amount of time each of the three subject children engaged in manipulative activity. The comparative effects of the two toy classes on visual attention to toy play were inconclusive. This s...
Abstract: This study investigates the toilet training of four severely handicapped autistic children who regularly participated in a number of diverse community settings. In the context of a multiple baseline design, the children were first provided a systematic toilet training program in only some of the environments. In a subsequent “continuity” condition, the same toilet training program was systematically and simultaneously implemented within all of the children's environments. Results showed no consistent trends towards acquisition when training was provided in only some of the settings, even when the program was in progress for over two years. However, the continuity approach which coordinated all of the children's daily activities produced immediate and steady gains in successful toileting. This success was evident with children who had long histories of unsuccessful training attempts as well as with a child who had no previous exposure to toilet-training programs of any kind, These data are discussed in ter...
TL;DR: This paper argued that values rather than science are often unrecognized as an impetus for policy development; a reasonable role of science is to determine how the intent of policy can best be realized.
Abstract: Values rather than science are often unrecognized as an impetus for policy development; a reasonable role of science is to determine how the intent of policy can best be realized. In recent years, ...
TL;DR: The theoretical basis and effectiveness of a neuromotor intervention was investigated across seven cerebral palsied, severely handicapped children, and recommendations were made regarding measurement systems for evaluating change, and strategies for investigating multicomponent training procedures.
Abstract: Neuromotor intervention approaches, based on central nervous system development among nonhandicapped infants and young children, are presently the most popular motor training approaches with cerebral palsied children. Empirical data in support of neuromotor or other approaches to motor training, however, are lacking. In response to the absence of a data base, the theoretical basis and effectiveness of a neuromotor intervention was investigated across seven cerebral palsied, severely handicapped children, ages 2 1/2 to 12 years. Results suggested a training effect in the data of three children. Theoretical relationships among abnormal tonic reflexes and normal motor patterns were not supported by the data. Because results were not consistent across all children, it was suggested that future research focus on subject characteristics that may relate to the effectiveness of intervention. Additionally, recommendations were made regarding measurement systems for evaluating change, and strategies for investigati...
TL;DR: In this article, the AAMD Adaptive Behavior Scale (AAMD-AS) was used to measure the developmental growth of people with mental retardation in the state of New York.
Abstract: Seventy people with mental retardation who had moved from a large state institution to small community living arrangements were matched with 70 people who remained at the same institution. They were matched by sex, level of retardation, years institutionalized, self-care skills, age, and IQ. Developmental growth, operationally defined as adaptive behavior change using a research version of the AAMD Adaptive Behavior Scale, was measured for all people; only those people who had been deinstitutionalized demonstrated significant growth. They also received more services. Subsequently, telephone surveys and other procedures were used to identify the inclusive public costs associated with the two groups. Upon comparison, the deinstitutionalized group required less public money than the institutionalized group, although the financial burden shifted substantially from federal sources to state (and local) funding sources when people moved from the institution to community-based facilities. Correlates of costs in t...
TL;DR: In this paper, the authors investigated the inclusion of sign/concepts in two initial sign lexicons as a function of eight sign learnability variables and found that the referent variables of concept concreteness and word frequency were significantly represented.
Abstract: Recent interest in the use of manual sign intervention for language-impaired, severely mentally retarded individuals has led to creation of initial sign lexicons for such clients. However, the overriding basis for inclusion of sign/concepts in initial lexicons has been concept functionality. The present investigates the studies inclusion of sign/concepts in two initial sign lexicons as a function of eight sign learnability variables. For an adolescent/adult sign lexicon, the referent variables of concept concreteness and word frequency were significantly represented while the learnability variables of sign translucency and other production variables were only marginally represented. For the elementary-aged lexicon, none of the eight variables were significantly represented. The results are discussed in terms of learning ease of the lexicons and possible curricular language intervention implications.
TL;DR: In this paper, the authors surveyed assessment personnel in the state of Texas and found that most assessment personnel do not believe themselves to be adequately prepared to conduct assessments of students with severe handicaps.
Abstract: Since the passage of P.L. 94–142, a primary concern in the provision of services for students with severe handicaps is the assessment of these individuals. Whether or not requirements mandated by P.L. 94–142 are met depends on the knowledge and skills of assessment personnel. The authors surveyed assessment personnel in the state of Texas. The results indicated that most assessment personnel do not believe themselves to be adequately prepared to conduct assessments of students with severe handicaps. Findings revealed that assessment personnel desire additional training in needed competencies for assessing these students. Further, a higher percentage of those assessment personnel with training perceived themselves to have the competency than those who had no training. Implications for preservice and inservice training programs are discussed.
TL;DR: In this article, a rural deinstitutionalization project for young people who experience multiple handicaps and exhibit maladaptive behavior is described, and the problems associated with rural service delivery and residential services for young adults with problem behaviors are discussed.
Abstract: A rural deinstitutionalization project for young people who experience multiple handicaps and exhibit maladaptive behavior is described. The problems associated with rural service delivery and residential services for young people with problem behaviors are discussed. Measures of adaptive behavior change, maladaptive behavior, daily activities, and consumer satisfaction indicate that young people can be successfully deinstitutionalized regardless of their skill level, their behavior problems, or the geographic nature of their receiving region.
TL;DR: In general, persons in the community were more likely to increase their functioning level, while those at the institution were found to decrease at a higher rate, particularly noteworthy differences were found within the severely retarded group.
Abstract: Increasingly, persons with complex disabilities are served in community settings, and institutionalization is less often a treatment of choice. However, relatively little work has been reported comparing the community and institution in terms of individual data. This study was conducted in order to compare changes in level of mental retardation among persons served in a community-based service system and institutionalized persons from the same geographic region. Comparisons were made at all levels of mental retardation and of cohort groups matched on age, sex, ambulation, and initial level of retardation. In general, persons in the community were more likely to increase their functioning level, while those at the institution were found to decrease at a higher rate. Particularly noteworthy differences were found within the severely retarded group. The impact of community interaction and stimulation is discussed, and implications for service providers are suggested.