Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 1985"
TL;DR: In this article, the authors discuss issues related to concepts of preferences and choice-making among persons with severe disabilities, and make suggestions for acknowledging preferences, teaching choice as a decision-making process, and the broader implications of choice making as an expression of personal autonomy and dignity.
Abstract: This paper discusses issues related to concepts of preferences and choice-making among persons with severe disabilities. Included are suggestions for acknowledging preferences, teaching choice as a decision-making process, and the broader implications of choice-making among persons with severe handicaps as an expression of personal autonomy and dignity. Directions for future research are discussed.
215 citations
TL;DR: In this paper, the authors describe the key features of a supported work approach to providing vocational placement and support to persons with moderate and severe handicaps in competitive employment settings, based on an ongoing longitudinal study of persons with mental retardation who are competitively employed through the Rehabilitation Research and Training Center at Virginia Commonwealth University.
Abstract: This article describes the key features of a supported work approach to providing vocational placement and support to persons with moderate and severe handicaps in competitive employment settings. This approach is based on an ongoing longitudinal study of persons with mental retardation who are competitively employed through the Rehabilitation Research and Training Center at Virginia Commonwealth University. The importance of competitive employment is emphasized and the four major components of the supported work approach (job placement, job-site training, ongoing monitoring, and follow-up) are outlined in detail. Specific proposals are made for integrating a supported work approach into community-based adult services and secondary special education programs.
108 citations
TL;DR: In this paper, the authors assessed the effects of an intervention package designed to increase the quality and quantity of opportunities for students with autism and severe handicaps to exercise and participate in extracurricular activities.
Abstract: The present study assessed the effects of an intervention package designed to (a) increase the quality and quantity of opportunities for students with autism and severe handicaps to exercise contro
101 citations
TL;DR: There was a difference between the students' behaviors during their participation in a chosen leisure activity and their behaviors during participation in the same activity without choice, according to a multiple baseline, single-subject design.
Abstract: The purpose of this investigation was to analyze the effect of choice on the behaviors of four children with severe handicaps The investigation compared each individual's behaviors during particip
99 citations
TL;DR: The close and caring relationship between two people known as a friendship requires shared experiences in order to develop and grow, and children who go to school together have the opportunity to develop relationships as well as skills.
Abstract: The close and caring relationship between two people known as a friendship requires shared experiences in order to develop and grow, and children who go to school together have the opportunity to develop relationships as well as skills. This essay about the friendship between Shawntell and Tanya, who attend intermediate school together, raises an important question: No matter what a school program has to offer, if it prevents children like Tanya and Shawntell from sharing daily experiences and becoming friends, is “special” good enough?
84 citations
TL;DR: In this paper, two adolescents with severe disabilities were taught pictorial communication skills using an interrupted behavior sequence strategy, where the independent variable involved insertion of a typical operant instructional trial for teaching communication skills into the midst of ongoing predictable sequences of behaviors, such as making toast or washing dishes, rather than at the beginning of the task performance.
Abstract: Two adolescents with severe disabilities were taught pictorial communication skills using an interrupted behavior sequence strategy. The independent variable involved insertion of a typical operant instructional trial for teaching communication skills into the midst of ongoing predictable sequences of behaviors, such as making toast or washing dishes, rather than at the beginning of the task performance. Results indicated the strategy was effective, and are discussed in terms of motivational factors and in terms of potential application of the strategy in community settings.
84 citations
TL;DR: Self-management procedures involve an individual in implementing strategies which may enhance his or her behavior change as mentioned in this paper, these strategies may be applied as antecedents or consequences to the targe...
Abstract: Self-management procedures involve an individual in implementing strategies which may enhance his or her behavior change. These strategies may be applied as antecedents or consequences to the targe...
78 citations
TL;DR: In this article, the authors assessed the employment status of 117 transition age young adults with moderate, severe, or profound mental retardation in Virginia and found that high unemployment rates of almost 88%, with only 14 of the 117 persons holding competitive jobs in nonsheltered work environments.
Abstract: The present study assessed the employment status of 117 transition age young adults with moderate, severe, or profound mental retardation in Virginia. Data were collected by trained interviewers on variables related to employment level, wages earned, types of jobs, assistance available in job identification, and so forth. The findings of this study indicated high unemployment rates of almost 88%, with only 14 of the 117 persons holding competitive jobs in nonsheltered work environments. Wage accumulation was very limited. Implications of these results and other similar studies for future programming are then discussed.
77 citations
TL;DR: In this article, four high school age students with autism and severe handicaps were trained to initiate and sustain social interactions with nonhandicapped peers in a commonly shared breakroom at two community job sites.
Abstract: Four high-school age students with autism and severe handicaps were trained to initiate and sustain social interactions with nonhandicapped peers in a commonly shared breakroom at two community job sites. The generalization of social behavior to nontrained coworkers was probed in the same setting during natural breaktimes. A multiple-baseline across subjects design was used to assess the effectiveness of a training package based on concurrent training of chains of responses using systematic prompting and reinforcement of correct behavior. Generalization was promoted using a multiple exemplar strategy. The results showed that all participants acquired a chain of social break behaviors using one peer trainer. Two participants displayed generalization of social responses prior to the acquisition of the complete chain. Two participants required training with multiple peers prior to the occurrence of generalization.
62 citations
TL;DR: In this paper, the effects of general case instruction for teaching street crossing to individuals with moderate and severe mental retardation were examined, and three dependent variables were assessed within a multiple baseline probe design across subjects.
Abstract: The effects of general case instruction for teaching street crossing to individuals with moderate and severe mental retardation were examined. Three dependent variables were assessed within a multiple baseline probe design across subjects. The first measure was performance across a group of 20 nontrained streets systematically selected to represent the range of street crossing situations encountered in the subjects' home town. The second dependent variable was performance across 20 additional nontrained streets selected individually for each subject by parents or guardians as particularly relevant in the subject's daily life. The third dependent variable was the number of training trials to criterion. Two subjects completed training with the third serving as a no-treatment control. Results support the effectiveness and efficiency of general case instruction for teaching subjects to cross nontrained streets. Implications for further research on generalization and for instructional programming in the commun...
59 citations
TL;DR: In this paper, sets of augmentative decision rules used to determine a learner's candidacy for an augmentative communication system were reviewed and critiqued, with particular scrutiny given to criteria addressing the problem of candidate selection.
Abstract: Sets of augmentative decision rules used to determine a learner's candidacy for an augmentative communication system were reviewed and critiqued. Particular scrutiny was given to criteria addressin...
TL;DR: In this paper, the authors describe a program model for meeting the needs of a widely diverse range of clients using nonaversive strategies to deal with their severe behavior problems in community environments.
Abstract: This article describes a program model for meeting the needs of a widely diverse range of clients using nonaversive strategies to deal with their severe behavior problems in community environments....
TL;DR: In this paper, the authors describe a program model that provides ongoing supported employment within a normal industrial setting to six persons previously judged to have severe handicaps, after 1 year, employees have dramatically increased earnings and productivity over previous earnings and national averages, and public costs have declined to one third the costs of alternative state programs.
Abstract: Most individuals labeled severely handicapped remain unemployed in segregated institutions, activity programs, and work activity centers despite repeated demonstrations of vocational competence. This discrepancy presents a challenge to create alternatives to current services that will provide employment benefits and job security to individuals within the least restrictive environment possible. This article describes a program model that provides ongoing supported employment within a normal industrial setting to six persons previously judged to have severe handicaps. After 1 year, employees have dramatically increased earnings and productivity over previous earnings and national averages, and public costs have declined to one third the costs of alternative state programs.
TL;DR: In this paper, the effects of response-contingent feedback on the learning and affective behavior of young children with severe and multiple handicaps was examined, and three children, ranging in age from 8 months to 25 months, were provided with contingent learning experiences via electromechanical apparatus.
Abstract: The effects of contingent feedback on the learning and affective behavior of young children with severe and multiple handicaps was examined Three children, ranging in age from 8 months to 25 months, were provided contingent learning experiences via electromechanical apparatus The study addressed three questions: (a) Could these young children be taught to increase the frequency of a low incidence behavior through the use of contingent feedback?, (b) Could electromechanical devices operated by parents be utilized for this training?, (c) Did these response-contingent learning experiences facilitate development of an awareness of the contingent feedback as measured by increased positive affective responses and attention? Results indicated that all three children increased the frequency of the target behavior The data are equivocal as to whether or not children showed an awareness of the response-contingent feedback These findings are discussed in light of developmental and learning theories Implications
TL;DR: Two case studies are presented demonstrating the treatment of aggression and self-injury in community-integrated work, school, and home settings by trained paraprofessionals based on information obtained from functional analyses of the aggressive andSelf-injurious behaviors of two adults disabled by autism.
Abstract: Two case studies are presented demonstrating the treatment of aggression and self-injury in community-integrated work, school, and home settings. Nonaversive treatment strategies were implemented by trained paraprofessionals based on information obtained from functional analyses of the aggressive and self-injurious behaviors of two adults disabled by autism. Marked decreases in aggression and self-injury were achieved. Feasibility of the treatment of aggression and self-injury in community-integrated settings is discussed.
TL;DR: In this paper, the authors examined the effect of the number of opportunities to perform adaptive skills following acquisition on the likelihood that learned skills will be maintained in natural performance settings in high school students with moderate to severe mental retardation.
Abstract: The likelihood that learned skills will be maintained in natural performance settings may be affected by the number of opportunities to perform the skills following acquisition. To examine this hypothesis, 17 high school students with moderate to severe mental retardation were selected from three public school classrooms. Each student had learned one adaptive skill that he or she had performed at least twice per month without additional training for 5 months prior to this study (high opportunity). Each student had also learned one adaptive skill that he or she had not performed more often than once per month over the 5 months immediately preceding the study (low opportunity). Performance of both behaviors was probed under conditions as similar as possible to those experienced during training. Twelve of the 17 high opportunity skills were performed successfully while only 4 of the 17 low opportunity skills were completed. A sign test indicated these differences to be statistically significant. Implications...
TL;DR: In this article, a decision-making process for the appropriate use of microswitches in educational programs serving students with severe handicaps and physical disabilities is described, and guidelines for the following steps are provided: determining an educationally valid activity; determining if the activity should be taught directly; deciding if use of a microswitch is an appropriate adaptation; developing and implementing an individualized instructional program, including determining appropriate positions, motor behaviors, types of micro-switches, and instructional procedures; and evaluating the effectiveness of the microswitch for accomplishing an educational objective.
Abstract: This article describes a decision-making process for the appropriate use of microswitches in educational programs serving students with severe handicaps and physical disabilities. Guidelines for the following steps of the decision-making process are provided: (a) determining an educationally valid activity; (b) deciding if the activity should be taught directly; (c) deciding if use of a microswitch is an appropriate adaptation; (d) developing and implementing an individualized instructional program, including determining appropriate positions, motor behaviors, types of microswitches, and instructional procedures; and (e) evaluating the effectiveness of a microswitch for accomplishing an educational objective. Examples of individual student programs are used to illustrate the application of these guidelines.
TL;DR: In this paper, the transition from school to work and community life for students with disabilities has become a major national concern, and the need for information to help guide transition planning is a...
Abstract: At a time when the transition from school to work and community life for students with handicaps has become a major national concern, the need for information to help guide transition planning is a...
TL;DR: In this article, generalization effects after the acquisition of one or more training exemplars by students with severe to profound levels of mental retardation were investigated. But the results were limited to the case of a single group of similarly operated soap dispensers.
Abstract: The present investigation contains an analysis of three generalization effects after the acquisition of one or more training exemplars by students with severe to profound levels of mental retardation. Specifically, generalization across settings, for exemplars with stimulus variations and exemplars with response variations, was assessed following the acquisition of a pre-established sequence of training exemplars. General results indicated that following the acquisition of one or two exemplars from any single group of similarly operated soap dispensers, generalization occurred 100%, 62%, and 0% across settings, for exemplars of varying stimulus features and for exemplars of varying response features, respectively. After one or two exemplars from two groups of similarly operated soap dispensers had been acquired, generalization occurred 100%, 100%, and 50% across settings, for exemplars of varying stimulus features and for exemplars of varying response features, respectively. Implications for selecting tra...
TL;DR: In this article, a simple and effective program for the reduction or elimination of ruminative behavior in school-aged students with multiple handicaps was reported, using a combination of peanut butter, reduced fluid consumption at meals, and fading.
Abstract: This study reports a simple and effective program for the reduction or elimination of ruminative behavior in school-aged students with multiple handicaps. Four students were treated using a combination of peanut butter, reduced fluid consumption at meals, and fading. In each of the cases, the ruminative behavior was significantly reduced or eliminated. The program is discussed in light of its effects on the student, the staff, and its relation to other treatments for rumination.
TL;DR: Two public school teachers were taught positioning and handling techniques using written task analyses, demonstrations by an occupational therapist, verbal and modeling prompts, corrective feedback, and praise, indicating that a functional relationship existed between inservice training and the teachers' acquisition of skills.
Abstract: Two public school teachers were taught positioning and handling techniques using written task analyses, demonstrations by an occupational therapist, verbal and modeling prompts, corrective feedback...
TL;DR: A subpopulation of persons with profound disabilities who were additionally classified as physically frail is identified and described in terms of physical and adaptive characteristics, therapeutic service needs, and residential care requirements.
Abstract: As part of a needs assessment and registry survey of persons with mental retardation and other developmental disabilities in New York State, information became available on 22,256 persons with severe or profound mental retardation. This report presents findings regarding the characteristics of these children and adults in institutional and community settings. A subpopulation of persons with profound disabilities who were additionally classified as physically frail is identified and described in terms of physical and adaptive characteristics, therapeutic service needs, and residential care requirements. The findings underscore the fact that there are differences in service levels and programs among persons who are physically frail within this population.
TL;DR: A comparison between two methods of scoring the Gestural Approach to Thought and Expression (GATE), a communication assessment for young children with visual impairments, was made in this paper.
Abstract: A comparison was made between two methods of scoring the Gestural Approach to Thought and Expression (GATE), a communication assessment for young children with visual impairments. The first method was a standard system of “correct” versus “incorrect” for each item. The second method of scoring used was the graded multidimensional scoring system (GMSS). This system provided a graded rating of frequency of response, generalization of response, initiation of response, and fluency of response for each test item. Ten children were administered the GATE as a pretest-posttest measure. When the correct versus incorrect scoring method was used, no significant difference was found between pretest and posttest. When the GMSS was used, significant differences were found for the four factors of frequency, generalization, initiation, and fluency. This suggests that the GMSS is more sensitive to small changes in behavior.
TL;DR: A multiple baseline design across subjects was used to assess the effect of vestibular stimulation on the acquisition of erect and symmetrical sitting of preschoolers with severe and multiple handicaps, and results were less conclusive.
Abstract: A multiple baseline design across subjects was used to assess the effect of vestibular stimulation on the acquisition of erect and symmetrical sitting of preschoolers with severe and multiple handicaps. The subjects were three children aged 3-5 with various handicapping conditions. Measurements of erect and symmetrical sitting were taken in separate 3-minute time samples following vestibular stimulation. All three subjects made gains in erect sitting. Results from the symmetrical sitting measure were less conclusive. The two subjects with athetosis appeared to maintain these gains across a 4-month follow-up period while the subject with hypertonicity did not.
TL;DR: In this paper, it has been suggested that when people with profound mental retardation do not show significant progress in training programs, those training efforts should be discontinued, and this case study examine...
Abstract: It has been suggested that when people with profound mental retardation do not show significant progress in training programs, those training efforts should be discontinued. This case study examine...
TL;DR: It is urged for parents, professionals, and friends of persons with severe handicaps to be clear and vocal in refuting euthanasia and its rationales.
Abstract: Many rationalizations have been proposed for the euthanasia of persons with severe handicaps. Those that are most convincing appeal to the alleged good to handicapped individuals of being allowed t...
TL;DR: After 6 months, experimental group subjects made significantly greater gains in the category Group Maintenance and in the Nongoal-Oriented Behavior subcategory Sitting, however, greater change occurred in the area of Gestural Communication for comparison group members.
Abstract: Behavioral changes occurring among seven adolescents with severe handicaps after moving to a more normalized environment were compared with changes occurring among a matched group of subjects who remained in an institutional setting. After 6 months, experimental group subjects made significantly greater gains in the category Group Maintenance and in the Nongoal-Oriented Behavior subcategory Sitting. However, greater change occurred in the area of Gestural Communication for comparison group members. These results are discussed in relation to the relative importance of programmatic and environmental factors in promoting habilitation of persons with severe handicaps.