Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 1986"
TL;DR: The most frequently reported causes for job loss were problems in the areas of character and/or production as discussed by the authors, and when production problems were reported, the presence of social problems was associated with a greater likelihood of job termination.
Abstract: This study examined factors reported to contribute to job terminations of adults with disabilities. Fifty-one terminations were investigated utilizing three job termination categories. The most frequently reported causes for job loss were problems in the areas of character and/or production. Social awareness, character, and/or production accounted for more than 80% of all terminations. Results indicated that the majority of job terminations were due to reasons classified as social reasons, and when production problems were reported, the presence of social problems was associated with a greater likelihood of job termination.
77 citations
TL;DR: This paper evaluated individualized education programs (IEPs) written for students with severe disabilities who attended either integrated or segregated educational sites on the basis of the degree to which they included seven components identified as indicators of best practices.
Abstract: Individualized education programs (IEPs) written for students with severe disabilities who attended either integrated or segregated educational sites were evalu ated on the basis of the degree to which they included seven components identified as indicators of best prac tices. These seven indicators fall into three categoriesage-appropriateness, functionality, and potential for generalization to a variety of environments. Teacher training and expertise were held constant. A difference was found between the groups on the overall quality of IEP objectives, with higher scores on those IEPs written for students who were integrated into regular school campuses. Opportunities available in integrated pro grams that may enhance IEP quality are discussed.
73 citations
TL;DR: In this paper, three students with severe disabilities were taught to request items or events within four interrupted behavior chain contexts, where a typical operant instructional trial for teaching communication responses was inserted into the middle of an ongoing predictable sequence of behaviors such as brushing teeth or playing ball.
Abstract: Three students with severe disabilities were taught to request items or events within four interrupted behavior chain contexts. When interrupted behavior chain procedures were in effect, a typical operant instructional trial for teaching communication responses was inserted into the middle of an ongoing predictable sequence of behaviors such as brushing teeth or playing ball. Throughout the baseline and intervention phases, generalization probes were conducted to determine whether the newly acquired responses would be performed within behavior chains not yet used for instruction. The results demonstrated that for each of the three students the communicative function and the response form acquired within one behavior chain context generalized without further instruction to at least two chains in which training had not yet occurred. Moreover, for two of the students the picture discrimination skills required for selection of the appropriate content for each communication response generalized to nontraining ...
66 citations
TL;DR: In this article, the authors investigated the effects of a self-operated auditory prompting system, utilizing a Walkman-type cassette player, on the acquisition and maintenance of functional tasks by adolescents with cerebral palsy.
Abstract: This study investigated effects of a self-operated auditory prompting system, utilizing a Walkman-type cassette player, on the acquisition and maintenance of functional tasks by adolescents with se...
61 citations
TL;DR: In this paper, a review addressed some of the more crucial teaching and learning issues that arise when community-referenced instruction is applied to persons with severe disabilities, including environmental assessment, task analysis, trial sequencing, control, empirical and social validity, and measurement.
Abstract: This review addresses some of the more crucial teaching and learning issues that arise when community-referenced instruction is applied to persons with severe disabilities. These issues include environmental assessment, task analysis, trial sequencing, control, empirical and social validity, and measurement. A stimulus set of standards that emerged from the literature reviewed was presented to guide and evaluate future community-referenced research.
57 citations
TL;DR: In this paper, the authors argue that in cases where in vivo instruction alone is impossible, practitioners should employ both training formats in a concurrent fashion, and propose five guidelines for making simulated instruction a more effective adjunct to community instruction.
Abstract: A recent controversy has arisen over the relative merits of simulated versus in vivo community instruction. The view presented here is that in cases where in vivo instruction alone is unfeasible, practitioners should employ both training formats in a concurrent fashion. Accordingly, five guidelines for making simulated instruction a more effective adjunct to community instruction are presented and discussed. Future research needs in this area also are suggested.
53 citations
TL;DR: In this paper, a 23-year-old adult with autism was trained to use a portable multipage direct select communication device (DSC) with the use of a generalized request symbol, object labels, and a sequential searching strategy to locate the symbol(s) required to communicate a message.
Abstract: A 23-year-old adult with autism was taught to use a portable multipage direct select communication device. Prior to training, the learner had been reported to use several sign approximations perseveratively and out of context. Training procedures involved teaching the use of a generalized request symbol, a variety of object labels, a sequential searching strategy to locate the symbol(s) required to communicate a message, and the use of two-symbol requests. The learner requested and provided information during elicited generalization probes. He frequently was observed to request spontaneously but rarely self-initiated comments. A discussion of implications for future attempts to train the discriminative use of pragmatic language functions is included.
47 citations
TL;DR: The authors discusses the possible effect that reinforcement strategies have on learning to comprehend language as well as learning to produce language to both request and provide information, and offers methodological considerations in the selection of reinforcer/response relations.
Abstract: Reinforcement principles applied to language intervention have attended primarily to the “power” of the reinforcer selected rather than the match between the reinforcer and topography of the behavior being taught. Stokes and Baer (1977) emphasized the use of natural maintaining contingencies. This emphasis has resulted in a number of investigations that have attempted to discern the effect(s) that the functional relationship between stimulus and reinforcer might have upon the acquisition of language comprehension and production skills. This article reviews this literature, offers methodological considerations in the selection of reinforcer/response relations, and discusses the possible effect that such reinforcement strategies have on learning to comprehend language as well as learning to produce language to both request and provide information.
42 citations
TL;DR: This study compared the effectiveness of direct/isolated versus indirect/integrated approaches to the provision of occupational and physical therapy services in a school-based program for a learner with profound and multiple handicapping conditions.
Abstract: This study compared the effectiveness of direct/isolated versus indirect/integrated approaches to the provision of occupational and physical therapy services in a school-based program for a learner with profound and multiple handicapping conditions. Within the context of a return-to-baseline design, the learner displayed significantly improved performance on the functional activity of activating an adapted microswitch when therapeutic techniques were specifically referenced to and incorporated in the teaching plan and implementation. Implications for delivering team-oriented services are discussed as well as considerations related to programming for persons with profound handicaps.
41 citations
TL;DR: In this article, the effects of two instructional strategies were compared in a combined, multiple baseline-crossover design with total task, single trial instruction and backward chaining, multiple trials instruction.
Abstract: The effects of two instructional strategies were compared in a combined, multiple baseline-crossover design. Total task, single trial instruction and backward chaining, multiple trials instruction ...
39 citations
TL;DR: For generalization to be functional, it must occur with a precision that results in acquired responses occurring under appropriate, nontrained conditions, and acquired responses not occurring under....
Abstract: For generalization to be functional, it must occur with a precision that results in acquired responses occurring under appropriate, nontrained conditions, and acquired responses not occurring under...
TL;DR: In this paper, the authors conducted interviews with state administrators of educational, vocational, and residential services to define the scope of the postschool service needs of individuals exiting public school programs on a national level.
Abstract: Transition of students with severe handicaps from school to community life has become a principle concern of parents, advocates, and professionals. The failure of students with disabilities to access appropriate vocational and residential services following school has highlighted the need for comprehensive transition planning at both an individual and systems level. Through interviews with state administrators of educational, vocational, and residential services, this study attempted to define the scope of the postschool service needs of individuals exiting public school programs on a national level. The results of the survey are discussed in terms of the implications for state agencies in effectively planning the transition of students with severe handicaps from school to postschool services.
TL;DR: In this paper, the assessment and quantification procedures involved in determining the goodness-of-fit (congruence) between persons and their environments are described, and a three-step procedure is outlined.
Abstract: This article outlines the assessment and quantification procedures involved in determining the goodness-of-fit (congruence) between persons and their environments. A three-step procedure is outline...
TL;DR: The language and communication program at the Nisonger Center has integrated training, research, and program development into a unified approach to communication problems of persons with cognitive impairments.
Abstract: Since 1971 the language and communication program at the Nisonger Center has integrated training, research, and program development into a unified approach to communication problems of persons with...
TL;DR: In this paper, a leisure education training program was designed to teach the complete and functional use of a community recreation center to two adults with severe mental retardation in a group home in close proximity to the recreation center.
Abstract: The purpose of this study was to implement and evaluate a leisure education training program designed to teach the complete and functional use of a community recreation center to two adults with severe mental retardation. Since these individuals resided in a group home in close proximity to the recreation center, this recreation program was deemed socially valid by group home and park board staff. Community recreation center use by nonhandicapped citizens of the neighborhood was utilized in this program as the training standard.Within a multiple baseline design across three recreational activities involving the recreation center, the participants acquired the skills necessary to access and use the recreational facility without the presence of the care provider. Results demonstrated that individuals with severe mental retardation could (a) acquire age-appropriate leisure skills to independently use a neighborhood center; (b) access a neighborhood recreation center in the absence of the residential care pro...
TL;DR: In this paper, the authors describe eight staffing strategies that can be used to implement community-based instruction. And they discuss the advantages and disadvantages of employing these strategies, as well as a decision-making process for selecting particular strategies.
Abstract: This article describes eight staffing strategies that can be used to implement community-based instruction. Examples of the use of the strategies, advantages and disadvantages which may accrue with implementation, and a decision-making process for selecting particular strategies are discussed. A number of recommendations for enhancing the implementation and coordination of school and community-based instruction are mentioned as well as the need to collect additional cost-benefit data on the strategies presented.
TL;DR: In this paper, a programmatic approach for measuring qualitative dimensions and performance of functional movement is described, which includes selection of intervention targets, baseline assessment, intervention sequences, measurement, and interpretation and decision making.
Abstract: Posture and movement abilities are typically measured by assessments of achievements of motor milestone skills. Performance of a skill within appropriate chronological age limits is one dimension of posture and movement. Qualitative dimensions, including postural tone and the pattern of coordinated movement used in performance, are equally important with young children. This article describes a programmatic approach for measuring qualitative dimensions and performance of functional movement. Features of the approach include: (a) selection of intervention targets, (b) baseline assessment, (c) intervention sequences, (d) measurement, and (e) interpretation and decision making. Data that were collected, using this approach, with infants and young children enrolled in an early intervention program are presented to illustrate measurement and interpretation.
TL;DR: In this article, the authors evaluated a means of improving class-robin performance for students with profound mental and physical impairments by providing appropriate educational services to students who have profound mental disabilities.
Abstract: A difficult task facing special educators is the provision of appropriate educational services to students who have profound mental and physical handicaps. We evaluated a means of improving classro...
TL;DR: The emerging independent living (IL) field enables persons with severe disabilities to live independently and control their lives as mentioned in this paper, which has implications for rehabilitation, education, and related human service fields.
Abstract: The emerging independent living (IL) field enables persons with severe disabilities to live independently and control their lives. The concept and model have implications for rehabilitation, education, and related human service fields. This article discusses guiding influences that led to changes in the IL concept and model and presents a state-of-the-art definition of independent living. It discusses general application of the IL concept. An IL model is presented that focuses on improving the community environment and offering assistive services to persons with severe disabilities. Finally, future IL challenges are discussed.
TL;DR: The Center for Developmental Disabilities, a University Affiliated Facility Satellite, at the University of Vermont, has had a major role in facilitating community integration throughout the state as mentioned in this paper.
Abstract: The Center for Developmental Disabilities, a University Affiliated Facility Satellite, at the University of Vermont, has had a major role in facilitating community integration throughout the state. This article describes the development and implementation of a statewide interdisciplinary model for providing special education to learners with severe disabilities and the Center's role in facilitating systems change in early special education, recreation/leisure opportunities, vocational services, and family support.
TL;DR: The Acceptance Scale was administered to 507 non-handicapped students in grades 2 through 6 in two similar public schools in a Midwestern university town as mentioned in this paper, and found that older respondents were more tolerant of children with disabilities than younger respondents, especially in the integrated school.
Abstract: The Acceptance Scale was administered to 507 nonhandicapped students in grades 2 through 6 in two similar public schools in a Midwestern university town. One of the schools included five classrooms of students with severe mental handicaps. The results showed that girls were more accepting of handicaps than boys and that respondents in the same school as the students with handicaps were more accepting than those in a different school. Older respondents were more tolerant of children with disabilities than younger respondents, especially in the integrated school. However, increased acceptance appeared to dissipate when contact between the two types of students stopped.
TL;DR: In this paper, a secondary program for students with severe handicaps which attempts to maximize the social contact between handicapped and non-handicapped persons is described, and the program selectively integrates students into academic and other regular education courses.
Abstract: This article describes a secondary program for students with severe handicaps which attempts to maximize the social contact between handicapped and nonhandicapped persons. The program selectively integrates students into academic and other regular education courses. Nonhandicapped peers are used for tutoring purposes as well as research assistants in a social skills training project. A survey completed by a variety of important others indicated substantial improvements in the behavioral repertoires of the students with severe disabilities, particularly in the area of social skills.
TL;DR: In this article, two students received 3 months of training at a community job site where they received minimum wage for performing clerical tasks (e.g., photocopying and mail sorting).
Abstract: Two students received 3 months of training at a community job site where they received minimum wage for performing clerical tasks (e.g., photocopying and mail sorting). In addition to documenting the students' improved performance on the job tasks, the students' independent demonstration of incidental behaviors was also evaluated within a case study design. Incidental behaviors were defined as any behavior that might increase independence in a job setting, but which did not receive direct instruction from staff. The results indicated that both students demonstrated increased independence in the work setting based on three qualitatively different measures of their incidental behavior. First, both students demonstrated substantial increases in their number of appropriate incidental behaviors across work days, suggesting that they were beginning to interact more appropriately with the work environment. Second, both demonstrated over 20 new incidental behaviors, suggesting that experience in the work environment resulted in collateral changes in behavior. Third, both students demonstrated a higher ratio of appropriate versus inappropriate behavior over time. The potential benefits of documenting incidental behaviors are discussed, as are limitations with the current approach.
TL;DR: In this article, the authors examined and compared the nature and frequency of instructional interactions and work-related behavior of 15 workers in nonsheltered vocational environments to 15 workers with disabilities in sheltered environments.
Abstract: The purpose of this study was to examine and compare the nature and frequency of the instructional interactions and work-related behavior of 15 workers in nonsheltered vocational environments to 15 workers in sheltered environments Workers in nonsheltered and sheltered environments were observed using a discontinuous time sampling procedure for approximately three 1-hour sessions Data were collected during work and break times on instructional interactions between the workers with disabilities and their co-workers and supervisors Additionally, data were collected on the frequency of eight categories of behavior labeled as inappropriate by observers The results revealed that the workers in nonsheltered environments engaged in significantly more instructional interactions with supervisors and exhibited significantly fewer occurrences of inappropriate behavior
TL;DR: In this article, the authors describe the power that integration can have in bringing out the positive potential within people with disabilities and in positively altering stereotypes and expectancies of staff in an institutional setting.
Abstract: This article demonstrates the power that integration can have in bringing out the positive potential within people with handicaps and in positively altering stereotypes and expectancies of staff. The experiences of nine people who had the opportunity to leave their institutional environment for a week-long vacation are described herein. During these vacations, all of which were in popular vacation spots in New York State, dramatic behavior changes were witnessed in the men and women from the institution. Staff were transformed as well: Their expectations and perceptions changed markedly. It became clear that a person's behavior and demonstrated abilities in an institutional setting cannot be used to predict his or her readiness for, or behavior in, a typical community setting. Other lessons which can be learned from community integrative experiences are included in these nine vignettes.
TL;DR: The body of instructional research addressing community leisure skill training for students who are mentally retarded and severely physically disabled is limited as mentioned in this paper, and effective training typically requiement is requisitioned.
Abstract: The body of instructional research addressing community leisure skill training for students who are mentally retarded and severely physically disabled is limited. Effective training typically requi...
TL;DR: Some of the issues involved in selective abortion of fetuses that may be handicapped or that have the potential of being handicapped are discussed.
Abstract: This article discusses some of the issues involved in selective abortion of fetuses that may be handicapped or that have the potential of being handicapped. Computer searches of the Educational Resources Information Center (ERIC) and West's Law data bases yielded the sources for this article. A review of the legal issues relating to selective abortion is presented and, in order to place selective abortion in context, issues relating to abortion are reviewed. Next, issues relating to selective abortion are examined and suggestions for further discussion are made.
TL;DR: In this paper, the Pyramid Scales and Part II of the Adaptive Behavior Scale were used to develop the environmental templates and a nonsignificant correlation between adaptive and maladaptive behavior requirements shows the need to consider both types of behavior when developing placement criteria.
Abstract: Informal strategies for placing clients in community residential arrangements are reviewed and contrasted with a more formal, objective strategy based on the template matching procedures of Bem (Bem & Funder, 1978; Bem & Lord, 1979). Group homes (N = 14) were described in terms of the minimum adaptive behavior required for successful placement therein. They were also described in terms of the maximum maladaptive behavior tolerated. The Pyramid Scales and Part II of the Adaptive Behavior Scale were used to develop the environmental templates. Considerable variation in behavior requirements was noted among group homes. A nonsignificant correlation between adaptive and maladaptive behavior requirements shows the need to consider both types of behavior when developing placement criteria. Implications of the template matching approach for decision making and for the design of various health and human services are discussed.