Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 1994"
TL;DR: In this paper, the authors investigated the effects of the placement of students with severe disabilities in general education versus special education classes and found that there were differences for the students who were fully included and those who attended special education programs on measures of IEP quality and in the emphasis given to various curricu...
Abstract: This program evaluation study was designed to investigate the effects of the placement of students with severe disabilities in general education versus special education classes. Sixteen elementary education programs in California participated. Eight represented the “full inclusion” model of integration, and eight represented the special class model. Two students were selected from each program, with one of the students experiencing more disability and the other student experiencing less disability. A number of key program quality and student outcome variables were measured and, except for an analysis of the individualized education plans (IEPs) of participating students, all measures were based on observations of students in their school programs. The data were analyzed within disability levels. The results indicated that there were differences for the students who were fully included and those who attended special education programs on measures of IEP quality and in the emphasis given to various curricu...
200 citations
TL;DR: The results showed that the three students with disabilities not only independently demonstrated targeted basic skills within cooperative academic activities, but also generalized those skills during follow-up sessions to activities with other members of a newly formed cooperative learning group as mentioned in this paper.
Abstract: Three elementary-aged students with multiple severe disabilities acquired basic communication and motor skills within cooperative learning activities conducted in their general education classrooms. With gradually fading assistance from the instructor, the members without disabilities of the cooperative learning groups provided cues, prompts, and consequences to promote the learning of the member with disabilities. The results showed that the three students with disabilities not only independently demonstrated targeted basic skills within cooperative academic activities, but also generalized those skills during follow-up sessions to activities with other members of a newly formed cooperative learning group. In addition, tests of achievement of targeted academic objectives by the members without disabilities in their cooperative learning groups indicated that they performed as well as members of a control group within the classroom that did not include a child with severe disabilities and that members of b...
162 citations
TL;DR: In this article, the interactions between students with disabilities and their peers without disabilities have been studied, focusing primarily on cognitive, academic, and social outcomes for students, with most of the studies focusing on cognitive and academic outcomes.
Abstract: Research on the interactions between students with disabilities and their peers without disabilities has focused primarily on cognitive, academic, and social outcomes for students, with most of the...
128 citations
TL;DR: In this paper, various models and strategies to promote meaningful social interactions between children with and without severe disabilities have been reported in the special education literature and the reported models have been evaluated.
Abstract: Various models and strategies to promote meaningful social interactions between children with and without severe disabilities have been reported in the special education literature. The reported ou...
107 citations
TL;DR: The movement toward creating inclusive schools has accelerated rapidly over the past several years as discussed by the authors, and as they learn more about the effects of inclusion on students with disabilities, consumers, practitioners, and educators, are becoming more concerned about the impact of inclusion.
Abstract: The movement toward creating inclusive schools has accelerated rapidly over the past several years. As they learn more about the effects of inclusion on students with disabilities, consumers, pract...
86 citations
TL;DR: In this paper, the effects of participating in regular education classes on the social life of three high school students with severe disabilities were studied using a multiple baseline design across students (with an embedded ABAB withdrawal design), participants' social contacts and social networks were analyzed.
Abstract: We studied the effects of participating in regular education classes on the social life of three high school students with severe disabilities. Using a multiple baseline design across students (with an embedded ABAB withdrawal design), participants' social contacts and social networks were analyzed. Data were collected throughout the school day across 1 school year. Regular class participation, the independent variable, was introduced within a baseline focusing upon a community-based curriculum including access to peers without disabilities via peer tutoring and “friendship” programs. Our results indicate that regular class participation: (a) increased the frequency of social contacts students had with peers without disabilities, (b) was the locus for meeting half of the peers without disabilities contacted across the school year, and (c) was an important source for meeting peers without disabilities who subsequently became members of students' social networks. In addition, our results showed that: (a) du...
85 citations
Journal Article•
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84 citations
TL;DR: In this paper, teachers from five states in regions known for their efforts to develop quality educational programs for students with severe disabilities were surveyed for their knowledge and skills, the actual presence of quality indicators in their programs, and difficulties they experience in implementing various most promising practices.
Abstract: Difficulties in translating innovations that have been validated by researchers into practices that will be used by practitioners are widely acknowledged. Nevertheless, research on systems change is sparse and teachers are seldom asked for their perspectives on the implementation of innovations. Special education teachers (n = 83) from five states in regions known for their efforts to develop quality educational programs for students with severe disabilities were surveyed for their knowledge and skills, the actual presence of quality indicators in their programs, and difficulties they experience in implementing various most promising practices. The results indicate that the self-reported ratings of the presence of the indicators is correlated with both teacher skill and degree of implementation difficulty. Analyses of teachers' comments to an open-ended question reveal common concerns regarding time constraints and administrative support as major obstacles to implementation. The results are discussed in t...
68 citations
TL;DR: The authors showed that mental retardation does not exist as fact separate from interpretation, but that it is a concept constructed to account for selected events, behaviors, or phenomena, based on the normative view that considers normal children and adults as a basis for understanding those diagnosed retarded and the competence view that sees the behavior of those labeled retarded as sometimes different from but not inferior to those diagnosed as normal.
Abstract: Mental retardation, like marriage, is a cultural concept and one that is framed within a complex set of understandings. The meanings of mental retardation are created from a particular cultural backdrop and from various points of view within that cultural context. Our aim in this article is to provide convincing evidence to show that mental retardation does not exist as fact separate from interpretation, but that it is a concept constructed to account for selected events, behaviors, or phenomena. Our evidence that mental retardation is a conceptual construction is drawn from the research and professional literature that contains two opposing views of retardation: the normative view that considers normal children and adults as a basis for understanding those diagnosed retarded and the competence view that sees the behavior of those labeled retarded as sometimes different from but not inferior to those diagnosed as normal. Accompanying the opposing views of mental retardation are differences of opinion about how best to conduct research with individuals classified as retarded. Two research approaches exist that are comparable to the two views of retardation. One is the approach that sees the research endeavor as being that of carrying out experiments to reveal the objective truths about various aspects of retardation. Another approach holds that retardation differs depending on one's point of view. The aim of this second view is to substantiate various interpretations of retardation to explain why those seen as retarded do what they do. Researchers who do experiments are trying to discover factors that influence or characterize behavior of those who are diagnosed retarded. Researchers who carry out interpretive research do so in the tradition of ethnography or symbolic interaction; they ask how various aspects of retardation are understood (Le.,
58 citations
TL;DR: In this article, multiple measures were used in four integrated classes of young children to assess the social relationships, observing recordings during indoor and outdoor free play activities, peer nomination, and peer acceptance.
Abstract: Multiple measures were used in four integrated classes of young children to assess the social relationships. Observational recordings during indoor and outdoor free play activities, peer nomination...
54 citations
TL;DR: Transition from school to adult life has recently become a significant concern for policy makers, educators, adult service providers, and families who have a son or daughter with a severe disabilit...
Abstract: Transition from school to adult life has recently become a significant concern for policy makers, educators, adult service providers, and families who have a son or daughter with a severe disabilit...
TL;DR: There were several differences between the friend and acquaintance groups, but the majority of these differences were not statistically significant and implications for future research and educational programs are suggested.
Abstract: Children with severe disabilities and their friends without disabilities were compared with children with severe disabilities and their acquaintances without disabilities on a range of characterist...
TL;DR: Although adults with severe mental retardation were one of the primary target groups intended to benefit from supported employment when it first emerged, the vast majority continue to be served in supported employment as mentioned in this paper.
Abstract: Although adults with severe mental retardation were one of the primary target groups intended to benefit from supported employment when it first emerged, the vast majority continue to be served in ...
TL;DR: In this paper, elementary-aged children (kindergarten, first grade, and second grade) attending classrooms that fully included peers with severe disabilities, judged a series of scenarios comprising common teachable concepts.
Abstract: Elementary-aged children (kindergarten, first grade, and second grade), attending classrooms that fully included peers with severe disabilities, judged a series of scenarios comprising common teach...
TL;DR: In this article, the authors investigated 51 instructional methods specifically targeted as best practices for the education of students with severe disabilities and sent out a survey to 120 project directors, profes...
Abstract: This study investigated 51 instructional methods specifically targeted as best practices for the education of students with severe disabilities. A survey was mailed to 120 project directors, profes...
TL;DR: Although many local recreation programs are opening their doors to individuals with disabilities, the vast majority of individuals with more severe disabilities still do not participate in communit... as mentioned in this paper, 2015.
Abstract: Although many local recreation programs are opening their doors to individuals with disabilities, the vast majority of individuals with more severe disabilities still do not participate in communit...
TL;DR: The Motivation Assessment Scale (MAS) as discussed by the authors was designed by Durand and Crimmins (1988) to measure influential maintaining variables of maladaptive behavior, and has been shown to be associated with maladaptation.
Abstract: Recent evidence indicates that the Motivation Assessment Scale (MAS), designed by Durand and Crimmins (1988) to measure influential maintaining variables of maladaptive behavior, is associated with...
TL;DR: A review of 30 studies based on the matrix indicated future research is needed to broaden the scope of supported employment social validity assessment, investigate alternative strategies for assessing social validity, and develop systematic procedures for collecting and using social validity data, and establish functional variables within supported employment.
Abstract: Whereas considerable data exist demonstrating positive outcomes for people working as a result of supported employment, little attention has been paid to more qualitative measures of consumer satisfaction. Given the vast array of potential consumers of supported employment services, it seems imperative to determine consumer acceptability, or the social validity, of supported employment goals, procedures, and outcomes. The purpose of the present paper was to review a portion of the supported employment/social validity literature in relation to a proposed Social Validity Matrix and to suggest areas for future research. A review of 30 studies based on the matrix indicated future research is needed to (a) broaden the scope of supported employment social validity assessment, (b) investigate alternative strategies for assessing social validity, (c) develop systematic procedures for collecting and using social validity data, and (d) establish functional variables within supported employment.
TL;DR: In this paper, the research-validated Periodic Service Review (PSR) is presented to improve staff training and supervision and to translate principles of effective management into concrete practices and procedures.
Abstract: Recognizing that poor management practice, more than low wages or external factors, is responsible for inconsistency and lack of quality in service delivery, this practical book presents the research-validated Periodic Service Review (PSR) to improve staff training and supervision and to translate principles of effective management into concrete practices and procedures.The PSR is both a system and an instrument, providing home, classroom, supported employment, or other service setting applications. Using four integrated elements performance standards, performance monitoring, performance feedback, and systematic training program directors will be able to mobilize staff, maximize service provision, and meet goals and objectives.No longer do those \"who don't know how to manage\" need to manage those \"who don't know what to do!\" Here is the ideal reference for all administrators and supervisors working in human services or educational settings.\
TL;DR: In this paper, the authors report longitudinal cost data associated with one district's evolution toward more inclusive schooling practices, finding that district costs were significantly less on an annual basis relative to comparable costs for out-of-district services.
Abstract: Relatively little is known about the relative costs of inclusion, particularly as they compare to more prevalent self-contained and/or segregated out-of-district placement options. This investigation was conducted to report longitudinal cost data associated with one district's evolution toward more inclusive schooling practices. Results of archival data analysis revealed: (a) that District costs were significantly less on an annual basis relative to comparable costs for out-of-district services; (b) a significant increase in the number of students with severe disabilities over the 5-year period, with District costs still well below that of out-of-district services; (c) a doubling in contractual (related services) costs over the 5-year period, linked most directly to the dramatic increase in the number of students with more intensive needs; and (d) a significant increase in the number of and reliance on para-professional staff for supporting classified and nonclassified students in general education.
TL;DR: In this paper, the authors examined differences in attitude toward the social acceptability of training techniques commonly used in community-based sites (skill acquisition, reduction of inappropriate behaviors, and data collection techniques).
Abstract: This study examined differences in attitude toward the social acceptability of training techniques commonly used in community-based sites (skill acquisition, reduction of inappropriate behaviors, and data collection techniques). The subjects (N = 178) in this investigation were volunteers and members of one of the following four groups: sheltered workshop staff, job coach staff, fast food restaurant staff, and business students. These groups of respondents represented individuals with a current or future involvement with persons having severe disabilities in community sites. Respondents were asked to complete the Survey of Community-based Training Procedures (SCTP) scale, which measured attitudes toward the social acceptability of antecedent, consequence, and data collection techniques. Results of the study indicated that groups of respondents differentially rated the social acceptability of training techniques. Factors affecting ratings of social acceptability are discussed and implications for future re...
TL;DR: In this paper, two supervisory procedures for promoting the conduct of in vivo probes by six special education teacher aides were examined and two types of reversal probes produced evidence that the investigator's absence and his presence without delivering cards occasioned low performance levels.
Abstract: Two supervisory procedures for promoting the conduct of in vivo probes by six special education teacher aides were examined. The first procedure served as baseline and consisted of inservice training, self-regulated probing and data recording, and incidental modeling by the primary investigator. This procedure produced poor probing performance, reflecting inconsistency, low frequency, and differential sensitivity toward the three participating students. The second procedure consisted of the addition of delivering data cards to aides, thus prompting them to conduct daily probes. This additional component resulted in a 53% increase in the level of probing and was accompanied by less variability, higher sustained rates of probing, and more equitable probing of the students. Two types of reversal probes produced evidence that (a) the investigator's absence and (b) his presence without delivering cards occasioned low performance levels. Both conceptual (stimulus-control analysis) and applied (aides' preference...
TL;DR: In this article, the authors discuss the need for a multicultural perspective in assessing students with special needs, and extend this discussion to life skills assessment for special education students with disabilities, and propose a method to assess students' ability to learn life skills.
Abstract: Educators have become increasingly aware of the need for a multicultural perspective in assessing students with special needs. This article extends this discussion to life skills assessment for stu...
TL;DR: A process for examining the correspondence between written individualized habilitation plan (IHP) objectives and the actual implementation of instructional objectives by direct service staff is described and illustrated.
Abstract: A process for examining the correspondence between written individualized habilitation plan (IHP) objectives and the actual implementation of instructional objectives by direct service staff is described and illustrated. Initially, the written IHP plans and objectives of 11 individuals with moderate to profound mental retardation who lived in three small community group homes were evaluated on a series of 16 quality indicators of best practice. Subsequently, the implementation of a randomly obtained subset of the IHP objectives was observed. The correspondence of specific aspects of the observed implemented objectives (i.e., age appropriateness, functionality, natural setting, prompting procedures, and positive consequence contingency) to the written IHP objectives was completed. Results indicated that the written IHP objectives varied with regard to the degree to which each addressed the 16 quality indicators. The evaluation of the correspondence between the written IHPs and the subset of implemented obj...
Journal Article•
TL;DR: In this article, the authors review the quality perspective and describe how it changes relationships and roles among managers, direct service staff, and technical assistance and training providers in social service organizations.
Abstract: The last decade was a period of radical change in our understanding of organizational performance and culture. A focus on quality has resulted in new ways of discussing and seeking to improve both organizational performance and individual performance. Current personnel training and technical assistance activities in services for persons with severe disabilities tend to be based on assumptions that pre-date these changes. In this article those assumptions are discussed. We review the quality perspective and describe how it changes relationships and roles among managers, direct service staff, and technical assistance and training providers. We believe that the focus on quality is applicable to all social service organizations. However, in this paper, we provide examples of the use of basic quality improvement structures in relation to training and technical assistance as applied primarily to supported employment.