Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 2007"
TL;DR: In this article, the authors report on a survey of special interests in 96 children and adolescents with higher functioning ASD, which included listing of up to three special interests for each child, and the rating of level of interference of a given interest upon children's activities when by themselves and when in contact with family members, peers, and other adults.
Abstract: Circumscribed interests are a fascinating and an understudied phenomenon insome individuals withautism spectrum disorders (ASD). Research in this area is likely to contribute to our understanding of ASDs and to advancing developmental knowledge on learning processes used to adapt to the demands of everyday social life. This study reports on a survey of special interests in 96 children and adolescents with higher functioning ASD. The survey included listing of up to three special interests for each child, and the rating of level of interference of a given interest upon children’s activities when by themselves and when in contact with family members, peers, and other adults. This information was collected for both preschool and elementary school years. Special interests were classified into eight categories in terms of their nature (rather than topic), which included the ways through which the interest was manifest and pursued. Results indicated that circumscribed interests (a) are the norm rather than the exception in this population (75% and 88% of the sample for the younger and the older age periods, respectively), (b) most frequently involve verbal learning and memorization of facts (65% and 81% for the younger and the older age periods, respectively), (c) often involve an element of interest in letters and numbers in the preschool years (35% of the sample), (d) greatly interfere with activities pursued by oneself or with others, and (e) level of interference is predictive of lower social and communicative adaptive behavior later in life. Given the ubiquity of circumscribed interests in this population, their verbal nature, and the passion that children with ASD invest in these pursuits, we suggest the need for studies that will trace the longitudinal course of learning profiles from early childhood and possible interventions that may address these areas.
175 citations
TL;DR: This paper conducted a qualitative study to determine what key stakeholders (parents, teachers, and paraeducators) felt was a good educational program for students with moderate-severe disabilities after an inclusive placement was a given.
Abstract: Parents, teachers, and paraeducators at three inclusive schools were interviewed as part of a qualitative study to investigate perceptions regarding a quality educational program for students with moderate–severe disabilities. Instead of looking at schools engaged in a systematic change process from separate to inclusive education for students with severe disabilities, a major premise of this study was that all students, regardless of ability or disability, were educated together in chronologically age appropriate general education classrooms (preschool through 8th grade). The intent of this study was to determine what key stakeholders (parents, teachers, and paraeducators) felt was a good educational program for students with moderate–severe disabilities after an inclusive placement was a given. Fifty-eight participants were interviewed (18 parents, 23 teachers, and 17 paraeducators) representing four preschool children, nine elementary students, and five middle school students all having moderate–severe...
139 citations
TL;DR: In the standards-based reform movement, challenging educators to identify effective strategies for supporting students with disabilities has emerged as a central theme of the standard-based education reform movement as discussed by the authors.
Abstract: Promoting access to the general curriculum has emerged as a central theme of the standards-based reform movement, challenging educators to identify effective strategies for supporting students with...
87 citations
TL;DR: A comprehensive review of research on teaching science to students with significant cognitive disabilities was conducted by as mentioned in this paper, where guidelines from the National Science Education Standards were used to identify students with cognitive impairments.
Abstract: A comprehensive review of research was conducted on teaching science to students with significant cognitive disabilities. Guidelines from the National Science Education Standards were used to ident...
82 citations
TL;DR: A conclusion of this paper is that the varied expression of autism may require that the authors understand how autism interacts with other non-syndrome-specific processes that are related to individual differences in all people.
Abstract: The study of phenotypic variability in social impairments and comorbid emotional disorders in autism is important because it provides information on phenotypic differences that currently complicate diagnosis, research, and treatment of this disorder. Currently, though, relatively little is known about the processes that contribute to individual differences in social impairments and comorbidity in autism. In this paper, we present a model that suggests modifier processes (MPs), which are not necessarily specific to the syndrome refractor alter the expression of autism and contribute to fundamental behavioral and psychological differences in children diagnosed with this disorder. One MPs involves the somewhat surprising tendency of some children with higher functioning autism (HFA) to make attributions about other peoples thoughts, although they have social cognitive deficits Just as in other children, the attributions of children with HFA are linked to some of their behavioral problems Another MP involves the influence of differences in motivation associated with the behavioral activation and inhibition systems that can be assessed with measures of anterior EEG asymmetry. This dimension of motivation may be linked to how active but inappropriate and withdrawn children with HFA may appear. Third, differences in the self-monitoring of errors among children with HFA appear to be related to individual differences in IQ and social symptom severity in these children. The possible role of these MPs in diagnostic subgroups and differences in treatment responses among children with HFA are discussed. In addition, the role of MPs in understanding the effects associated with specific genetic functions in autism, such as those associated with the serotonin transporter gene (5-HTTLPR), is discussed. A conclusion of this paper is that the varied expression of autism may require that we understand how autism interacts with other non-syndrome-specific processes that are related to individual differences in all people.
74 citations
TL;DR: A collaborative effort aimed at province-wide dissemination and implementation of pivotal response treatment (PRT) for young children with autism spectrum disorder (ASD) in Nova Scotia, Canada and three critical components of the associated training model are described.
Abstract: This paper describes a collaborative effort aimed at province-wide dissemination and implementation of pivotal response treatment (PRT) for young children with autism spectrum disorder (ASD) in Nova Scotia, Canada. Three critical components of the associated training model are described: (1) direct training of treatment teams (parents, one-to-one interventionists, and clinical supervisors/ leaders); (2) training of trainers; and (3) follow-up and monitoring of treatment fidelity and child progress. A major goal of the Dalhousie University/IWK Health CentreY University of California at Santa Barbara partnership was to optimize effectiveness when translating PRT from the ‘‘lab’’ for dissemination in large geographical areas with community service providers. Finally, we provide data on stakeholder satisfaction with the training workshops and end by identifying features that may have contributed to our success thus far.
73 citations
TL;DR: In this article, the authors found that general educators most frequently defined access as receiving the same curriculum and materials as students without disabilities in the general education classroom with support from a special educator or paraprofessional.
Abstract: The term “access to the general curriculum” is widely used in the field of special education, yet little is known about how practitioners are interpreting the term for high school students with significant cognitive disabilities (SCD). In this study, general and special educators in one high school were interviewed to determine their definition of access for students with SCD. General educators most frequently defined access as receiving the same curriculum and materials as students without disabilities in the general education classroom with support from a special educator or paraprofessional. In contrast, most special educators defined access as access to an adapted curriculum that is relevant to the student's life and meets the student's individual needs.
68 citations
TL;DR: For example, this article found that children with autism fit in and interact in meaningful ways with their typical peers, but their deficits in conversational language likely limit the social inclusion of these children.
Abstract: Successful inclusion is facilitated when children with autism fit in and interact in meaningful ways with their typical peers. However, deficits in conversational language likely limit the social a...
56 citations
TL;DR: For children with autism, acquiring and generalizing new skills can be particularly difficult and may be affected by child characteristics as discussed by the authors, which is why it is important to acquire and generalize new skills.
Abstract: For children with autism, acquiring and generalizing new skills can be particularly difficult and may be affected by child characteristics. Forty-one preschool children with autism were recruited from an existing early intervention program and then randomized to one of two treatments, a targeted intervention for symbolic play skills or one for joint attention skills. Interventions involved Applied Behavior Analysis (ABA) approaches, in two teaching contexts that included similar prompt hierarchies, natural rewards (access to item), expansion, and corrective feedback. However, in the first ABA context, Naturalistic I, the children sat at the table. Components, such as scaffolding in play, greater pause times, and imitation of the child were included in the second ABA context, Naturalistic II. Mastery of children's first treatment goal was analyzed, and results indicate that children with autism generally acquired and mastered their first joint attention or symbolic play skill with the Naturalistic I approa...
42 citations
39 citations
TL;DR: The portrayal of individuals with physical disabilities in feature films contributes to society's overall perception of disability (Nelson, 1994; Susman, 1994) as mentioned in this paper. And the purpose of this study...
Abstract: The portrayal of individuals with physical disabilities in feature films contributes to society's overall perception of disability (Nelson, 1994; Susman, 1994). Therefore, the purpose of this study...
TL;DR: In this article, parent participation is considered to be one of the most important elements of transition planning, and there are a few studies that have sought to measure the effectiveness of parent participation in transition planning.
Abstract: Although research has indicated that parent participation is considered to be one of the most important elements of transition planning, there are a few studies that have sought to measure the invo...
TL;DR: In this paper, a case study describes the journey of one school district as it focused for 5 years on affecting districtwide systemic change related to inclusive education for all students with disabilities.
Abstract: This case study describes the journey of one school district as it focused for 5 years on affecting district-wide systemic change related to inclusive education for all students with disabilities, ...
TL;DR: In this paper, the authors found that Augmentative and Alternative Communication (AAC) practice may have both positive and negative impacts on quality of life (QOL) of children with AAC as well as their entire family.
Abstract: Augmentative and Alternative Communication (AAC) practice may have both positive and negative impacts on quality of life (QOL) of children with AAC as well as their entire family. Thirteen studies ...
TL;DR: In this article, the effects of teaching employees with moderate intellectual disabilities to use sight-word checklists as antecedent prompts to self-initiate job tasks in varied and novel sequences were examined.
Abstract: This study examined the effects of teaching employees with moderate intellectual disabilities to use sight-word checklists as antecedent prompts to self-initiate job tasks in varied and novel sequences. The intervention package consisted of (a) sight word reading and comprehension instruction, and (b) self-management training using first a consistently ordered sight-word checklist and then varied checklists in which the word order representing job sequences varied across sessions. A multiple probe design across participants was used to evaluate (a) the effects of sight word instruction and self-management training on the participants' self-initiations of job tasks, and b) the effects of a consistently ordered (i.e., single exemplar) versus varied (i.e., multiple exemplars) checklists on the participants' performance across novel job sequences. Results indicated that the training package was effective in teaching the employees to use sight-word checklists to initiate job tasks, but only when the employees ...
TL;DR: This article investigated the cumulative costs generated by supported and sheltered employees with mental retardation throughout one "employment cycle", that is, from the moment they entered their respective programs to when they exited or stopped receiving services.
Abstract: This study investigated the cumulative costs generated by supported and sheltered employees with mental retardation throughout one “employment cycle,” that is, from the moment they entered their respective programs to when they exited or stopped receiving services. Data indicate that supported employees acquired services costing funding sources a total of $6,619 over 5.98 fiscal quarters or a per fiscal quarter cost of $1,107. In comparison, sheltered employees acquired services costing funding sources a total of $19,388 over 6.22 fiscal quarters or a per fiscal quarter cost of $3,117.
TL;DR: In this paper, the authors examined the features of 10 comprehensive Bstate-of-the-art programs that appeared to show some promise and concluded that despite the name of the program and primary teaching procedures used, they all tended to use a combination of practices (what they refer to as Bpractical similarities).
Abstract: With the increased public attention to a rapidly growing number of children being diagnosed with autism spectrum disorder (ASD), it seems as if there is an equally rapid growth of new specialized programs catering to this group of children. In fact, as I have participated in our state’s inservice trainings on educational practices for students with ASD, I have been perplexed to hear school personnel identify the existence of a Bspecial autism program[ as a strength of their district, whereas school personnel whose districts have no such programs indicate their wish to establish such programs. This same picture appears to be unfolding on the national arena as well. In fact, Bspecial segregated program[ appears to have become synonymous with Bappropriate program.[ As someone committed to inclusive education for all children, I find this trend alarming. I have to wonder: Is the creation of separate specialized programs in the best interest of children with ASD? Are we to conclude that indeed there are some children for whom inclusive education is not appropriate and/or possible? It seems that, as a field, we continually grapple with these questions. After all, special education has its grounding in the sorting and classifying of children and then assigning them to special locations with specialized personnel (Armstrong, 2002; Lovitt, 1993). Still, I keep hoping that we have moved beyond the idea of creating disabilityspecific programs. However, I wonder if this tendency to sort children into ever more discrete groupings will be repeated with every new disability category. The education of children with ASD appears to be in its infancy compared to the field of learning disabilities (LD). And, as we have witnessed, the field of LD continues to evolve, not only as a concept but in relation to a set of best practices (Lyon, 1993), with the newest theme being reflected in the widely adopted practice called BResponse to Intervention[ (Bradley, Danielson, & Doolittle, 2005; Fletcher, Francis, Morris, & Lyon, 2005; Martson, 2005). Interestingly, the field of LD initially viewed best practices as those that could be offered in segregated settings, but with each reauthorization of IDEA, more emphasis has been placed on provision of services within the general education setting. Indeed, researchers are increasingly finding ways to implement effective strategies designed to meet the needs of students with LD within the general education classroom. And, in so doing, have provided highly effective teaching practices that have benefited those without disabilities as well. How does this compare to what is happening in the field of ASD? Will this field also follow the same historical trends observed in the field of LD, where children were first segregated then gradually moved into more inclusive environments? Most in the field of ASD have come to a consensus regarding educational practice based on the findings of the National Research Council’s text, Educating Children With Autism (NRC, 2001). After a careful review of the current knowledge and practice base, this group examined the features of 10 comprehensive Bstate-ofthe-art[ programs that appeared to show some promise. It is interesting to note, however, that the word Bpromising[ is used because no research to date has yet compared the effectiveness of one program to another or conducted a true controlled study with valid outcome measures (Heflin & Alaimo, 2007). The NRC noted that these comprehensive programs were based on Bconceptual differences and practical similarities[ (p. 149). What they found was that despite the name of the program and primary teaching procedures used, they all tended to use a combination of practices (what they refer to as Bpractical similarities[) that appeared to contribute to the program’s reported success. In other words, most of the programs used principles derived from applied behavior analysis (ABA), naturalistic teaching, and structured teaching. Table 1 is excerpted from their text and provides an overview of the key features of these 10 programs. Interestingly, the researchers also specified whether the program was provided in inclusive or segregated settings. They report that a number of these potentially promising comprehensive programs are based in inclusive school settings (e.g., Denver Community Based Approach, Individualized Support Program, Learning Experiences, an Alternative Program for Preschoolers and their Parents [LEAP], Pivotal Response Training, and Walden). Despite this finding, I have observed that the two most popular models for Address all correspondence and reprint requests to Susan Unok Marks, PhD, BCBA, Northern Arizona University, Box 5774, Flagstaff, AZ 86011. E-mail: Susan.Marks@nau.edu Research & Practice for Persons with Severe Disabilities 2007, Vol. 32, No. 4, 265–268 copyright 2007 by TASH
TL;DR: In this paper, the authors illustrate the positivistic nature of person-centered planning (PCP) that is evident in the planning methods employed, the way that individuals with disabilities are described, and in portrayal of the outcomes of PCP.
Abstract: This paper illustrates the positivistic nature of person-centered planning (PCP) that is evident in the planning methods employed, the way that individuals with disabilities are described, and in portrayal of the outcomes of PCP. However, a confluence of factors can lead to manifestation of excessive positivism that does not serve PCP constructively. Taken to its extreme, positivism can contribute to the development of unrealistic goals, construing failure as success, ignoring dissenting perspectives, and contaminating evaluations of PCP. Excessive positivism is presented as a misapplication of PCP principles rather than an inherent flaw in the design of the approach.
TL;DR: Bryson et al. as discussed by the authors reviewed the progress in the field of autism, focusing on matters broader than the boundaries of data-based reports, of which both Bryson et. al. (2007) and McMahon et.
Abstract: It has been a mere four decades since autism emerged from the pernicious cul-de-sac of psychoanalytic conceptualization into the realm of constructive, systematic research, and real-life problem solving. It was in the 1960s that (1) Bernard Rimland (1964) published his ground-breaking book, BInfantile Autism[; (2) the National Society of Autistic Children (now the Autism Society of America) was founded; (3) the first empirical evidence of instrumental learning by children with autism was revealed by Ferster and DeMyer (1962); and (4) pioneering applied researchers, such as Lovaas, Berberich, Perloff, and Schaeffer (1966) andWolf, Risley, and Mees (1965), began using the principles of learning to produce socially meaningful improvements in the behavior of children with autism. Since then, astonishing changes have occurred in our understanding of autism and our ability to deliver helpful supports and services. Although immense challenges remain, they are far more comprehensible than they were even a short time ago, and we are approaching a time when all people affected by autism will have access to reasonable and increasingly effective assistance. In this short essay, I will take the opportunity to comment on two topics that are reflective of the massive changes that have occurred in the world of autism. The selection of these topics was inspired by the preceding articles (Bryson et al., 2007; McMahon, Malesa, Yoder, & Stone, 2007), but that is the extent of the relationship. I have chosen to reflect on matters broader than the boundaries of data-based research reports, of which both Bryson et al. (2007) and McMahon et al. (2007) are excellent examples.
TL;DR: The authors explored the effect of utilizing natural supports strategies on the cost of supported employment in the state of Wisconsin and found that the use of natural supports increased the number of supported jobs in Wisconsin.
Abstract: This study explored the effect of utilizing natural supports strategies on the cost of supported employment in the state of Wisconsin. Data presented here suggest that the use of natural supports r...
TL;DR: This paper reported concerns among disability community members that the implications of genetic research will be driven by mistaken beliefs about genetics and negative attitudes toward disability, leading to negative attitudes towards people with disabilities.
Abstract: This article reports concerns among disability community members that the implications of genetic research will be driven by mistaken beliefs about genetics and negative attitudes toward disability...
TL;DR: Wong et al. as mentioned in this paper found that highfunctioning individuals with autism are extremely likely to have an obsessive interest in verbal learning and memorization of facts that may interfere with other activities pursued by themselves or with others.
Abstract: DESCRIPTORS: autism, social skills, problem behavior, social motivation, idiosyncratic interests The best research studies are more noteworthy for the issues they raise than for the questions they answer. Being informative is good; being heuristic is better. The two papers under consideration here are heuristic as well as informative. Thus, Wong, Kasari, Freeman, and Paparella (2007) provide an answer to the question of what might influence the successful teaching of certain key skills in children with autism. It appears that the nature of the skill (symbolic play versus joint attention), the teaching approach used (discrete trial training versus incidental teaching), and the specific child characteristics (developmental quotient) all influence degree of success. Likewise, Klin, Danovitch, Merz, Dohrmann, and Volkmar (2007) provide an answer to the question, what is the nature and significance of circumscribed interests in children with autism? It appears that highfunctioning individuals with autism are extremely likely to have an obsessive interest in verbal learning and memorization of facts that may interfere with other activities pursued by themselves or with others. The findings just summarized are informative, but more importantly they are heuristic. They raise two critical issues for the field: the centrality of social motivation and the possibility that not all "problems" need to be treated.
TL;DR: Holburn and Cea as discussed by the authors pointed out that extreme positivism can lead to unrealistic goals, viewing failures as success, ignoring dissenting perspectives, and contamination of evaluation efforts, and concluded that the issues associated with excessive positivism are due to a misapplication of PCP principles rather than an inherent flaw in the design of the approach.
Abstract: In responding to BExcessive Positivism in PersonCentered Planning,[ I want to begin by complementing Holburn and Cea on their courage to voice concerns that perhaps may not appear to be politically correct or perhaps too bold to express in the context of a journal like Research and Practice for Persons with Severe Disabilities (RPSD). As Bperson-centered planning (PCP) insiders,[ however, Holburn and Cea offer these concerns respectfully and in hopes of improving structures and supports to sustain and to evaluate PCP implementation over the long haul. Kudos are offered as I believe that similar concerns about PCP may be echoed shortly by human service agency providers and administrators (i.e., for sake of parsimony, BPCP outsiders[), with very different and substantially less respectful intentions. The rumblings of this distant thunder are in the air already (O’Brien & O’Brien, 2002; Michaels, 2003) as more service systems are demanding that PCP be implemented on a larger scale and there appears to be growing interest in reshaping service systems to provide people with disabilities with choice and more control of public money. By opening the dialogue about excessive positivism in a preemptive way as PCP insiders and within this forum allowing RPSD to solicit reactions/responses, Holburn and Cea perform a needed service to the continued health, integrity, and evolution of PCP. I want to also commend the authors on their overall assessment or conclusion that the issues associated with excessive positivism are Ba misapplication of PCP principles rather than an inherent flaw in the design of the approach[ (p. 14). I will respond to this overall conclusion prior to reacting to each of Holburn and Cea’s subpoints (i.e., that extreme positivism can lead to unrealistic goals, viewing failures as success, ignoring dissenting perspectives, and contamination of evaluation efforts). Extreme Positivism and the Misapplication of PCP Principles