Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 2010"

Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature

Abstract: Social interactions with peers are an important aspect of childhood development that is closely linked to emotional well-being and success in school. We conducted a comprehensive review of recent i...

The Elephant in the Room: Poverty, Disability, and Employment

Abstract: Despite more than 40 years of legislation to improve the outcomes of children and youth with disabilities and those growing up in poverty, vast numbers of adults with severe disabilities are unempl...

Use of Restraints, Seclusion, and Aversive Procedures on Students with Disabilities.

Abstract: A survey of a convenience (nonrandom) sample of parents and guardians of children with disabilities was undertaken to document the use of restraints, seclusion, and aversive procedures. A 23-item q...

What Do Employment Specialists Really Do? A Study on Job Development Practices:

Abstract: This study examined the extent to which employment specialists implemented the job development practices recommended in the research literature when assisting job seekers with intellectual or developmental disabilities. Self-reported data were collected through a Web-based survey from 163 employment specialists from 74 employment programs in 28 states. Questions focused on the following four clusters of activities: Getting to know job seekers, finding job openings, engaging employers to hire, and facilitating transition to a job. Findings showed that some employment specialists self-reported practices conflicted with the practices advocated in the literature. On the basis of our findings, we recommended a greater emphasis on implementing job development activities recommended in the literature as well as furthering research on effective, evidence-based practices.

Diffusion of Innovation: A Roadmap for Inclusive Community Recreation Services

Abstract: Inclusive community recreation is an optimal environment for the development of recreation and sports skills and social relationships between people with and without disabilities. Although we know much about best practices for inclusion, little systemic change in recreation agencies has transpired. Diffusion of Innovation Theory is proposed as a framework for understanding what must occur for inclusive recreation practices to become more systemic throughout community recreation agencies. The theory rests on the premise that aspects such as how quickly an innovation is adopted, by whom, and when are subject to predictable variables based on attributes of the innovation and characteristics of the individual or group of adopters. The theory proposes that once agencies falling into one of the first three groups have adopted an innovation, a “tipping point” is reached. The tipping point is the point after which further diffusion of the innovation becomes self-sustaining. In this case, inclusive recreation woul...

Locus of Control Orientations in Students with Intellectual Disability, Learning Disabilities, and No Disabilities: A Latent Growth Curve Analysis

Abstract: Previous research has suggested differences in the locus of control (LOC) orientations of students with intellectual disability, learning disabilities, and no disabilities, although this research has been characterized by methodological limitations. The purpose of this study was to examine the development of LOC orientations in students with intellectual disability, learning disabilities, and no disabilities using an accelerated design and a curve-of-factors modeling framework. Participants were 1,344 children and young people between the ages of 8 and 18 years who completed two measures of LOC orientations. Students with intellectual disability, at 8 years, tend to be more externally oriented than their peers with learning disabilities and no disabilities, and from 8 to 20 years, they do not significantly increase or decrease in their perceptions of their ability to exert control over their lives. Students with learning disabilities and no disabilities tend to develop more positive orientations as they a...

The Effects of Computer-Based Instruction on the Transition Planning Process Knowledge of Parents of Students with Disabilities.

Abstract: Enhancing parents' ability to make informed choices is important to successful transition planning for youth with disabilities. This study used a multiple probe design across content areas replicated across participants to examine the effects of a computer-based instructional program on acquisition of parents' knowledge of the transition planning process (i.e., postsecondary goals, transition services, and postsecondary transition service providers). Results suggested a functional relation between computer-based instruction and parent knowledge of postsecondary goals, transition services, and postsecondary transition service providers. Suggestions for future research and implications for practice are discussed.

In Search of Meaningful Daytimes: Case Studies of Community-Based Nonwork Supports:

Abstract: As of 2004, more than 114,000 individuals with intellectual/developmental disabilities in the United States were identified as receiving supports for community-based nonwork (CBNW), that is, activities that do not involve paid employment but do take place in the community rather than that in a facility (Institute for Community Inclusion, 2007). Little is known, however, about the nature of CBNW as implemented by provider agencies and experienced by people with intellectual/developmental disabilities. This manuscript reports the findings of case studies of CBNW in two states with well-established CBNW supports. Success of CBNW in meeting goals such as individualization, integration, choice, and independence varied from state to state and from site to site. This variability suggests a need for clearer standards and best practices for CBNW.

Employment Support as Knowledge Creation

Abstract: Traditional practice in employment of persons with disabilities has been to assess the skills and interests of the job seeker in relation to normative standards or to others. That comparative approach often results in job seekers with significant developmental disabilities being viewed as having few skills and lacking requisite work readiness, thus effectively excluding many individuals who want to work either from having access to the opportunity for employment or having few marketable skills. This article presents Discovery as a qualitative alternative to quantitative assessment and discusses how employment supports can serve to create useful knowledge for job seekers with disabilities. Rather than focusing on comparison, the sue of Discovery leads supporters and allies of individuals with disabilities to answer an essential question, “Who is this person?” The answer to this question provides an array of activities, skills, interests, and conditions necessary for success that can be translated into know...

Collaboration between Supported Employment and Human Resource Services: Strategies for Success

Abstract: The article presents the benefits of successful collaboration between supported employment agencies and human resource managers when working together to secure employment for individuals with disab...

Book Review: Neurogenetic Syndromes: Behavioral Issues and Their Treatment:

Abstract: Advances in human genetics are the wellspring for research on the behavioral phenotypes of genetic conditions associated with intellectual disability. Over the past 30 years, the field has moved well beyond examining karyotypes and banding patterns of chromosomes to a technology that permits study of individual genes at the molecular level. With this new technology, the genetic conditions responsible for various syndromes, such as SmithY Magenis, Williams, PraderYWilli, Angelman, and fragile X, were identified. Although Shapiro andAccardo adopt the term Bneurogenetic[ to define the focus of this volume, they follow in the tradition of previous works that describe the behavioral phenotypes of neurodevelopmental disorders (e.g., Butler&Meaney, 2005;Dykens,Hodapp,&Finucane, 2000; Hagerman, 1999; Tager-Flusberg, 1999). However, compared with these earlier volumes, Shaprio andAccardo place greater emphasis on behavioral and psychiatric disorders associated with neurodevelopmental syndromes, treatment approaches for behavioral disturbances associated with neurobehavioral syndromes, the implications of neurogenetic approaches for the field, and future opportunities for the study of geneYbehavior relations. This volume is dedicated to Arnold Capute, MD, a pioneer in the field of developmental pediatrics, whose research and publications address a variety of issues related to developmental disorders and child health in general. The 17 chapters are presented in three sections: Neurogenetic Syndromes, Treatment of Neurogenetic Syndromes, and Future Implications. The contributors include researchers in medical genetics, biostatistics, neurology, pediatrics, psychiatry, psychology, and communication disorders. The section on BNeurogenetic Syndromes[ begins with a chapter on the nature of behavioral phenotypes. In this chapter, Harris traces the origin of the term and its usefulness for the field, describes methodological issues in the assessment of behavioral phenotypes, and considers the relation between brain and behavior for phenylketonuria and LeschYNyhan syndrome. In Chapter 2, Gropman and Smith provide an informative review of the genetic basis of SmithYMagenis syndrome and its associated behavioral phenotype. In contrast to previous reviews, there is considerable focus on sleep disorders and neurological conditions that are prevalent among people with SmithY Magenis syndrome. In Chapter 3, Kaufman provides a well-written review of fragile X syndrome and its association with other clinical phenomena, particularly autism. In Chapter 4, Capone considers whether it is possible to define patterns of developmental, behavioral, and physiological impairment among people with Down syndrome. Capone argues that stereotypy is an important dimension of the Down syndrome behavioral phenotype, which may yield identifiable subtypes. Thompson then provides an interesting perspective on the relation between autism and PraderYWilli syndrome. Although the two clinical entities have very different core features, Thompson focuses on characteristics that the two conditions have in common, namely, social withdrawal, social isolation and poor peer relationships, lack of empathy, lack of responsiveness to demands, and self-injury. Mervis and John provide a comprehensive review of current work on Williams syndrome with particular emphasis on variability in intellectual functioning, language abilities, personality characteristics, and comorbid psychiatric disorders. In contrast, the next two chapters are significant departures in style and content from the earlier ones in this section. The chapter by Fisch is based on a previously published research study, in which children with fragile X, neurofibromatosis type 1, and Williams syndrome are compared on measures of intelligence and adaptive behavior. Although this was an ambitious multicenter study of a relatively large number of children with ages of 4Y 15 years, it is not clear why this individual study would be included in a volume devoted to more comprehensive reviews. Similarly, it is not clear how the chapter on fetal alcohol spectrum disorders, authored by Kodituwakku, fits with the others in the first section given that it describes an acquired disorder without a genetic basis. The second section of the book on BTreatment of Neurogenetic Syndromes[ includes a well-written chapter by Paclawskyj on the value of functional behavioral assessment of maladaptive behavior associated with neurodevelopmental syndromes. The chapter begins with a strong overview of applied behavioral analysis, functional assessment, and functional analysis, which is then followed by specific examples of behavioral interventions for a variety of genetic syndromes (LeschYNyhan, Corneilia deLange, SmithYMagenis, PraderYWilli,Down, andRett). The chapter by Ferrell, entitled BPsychiatric Diagnosis in Individuals With Neurodevelopmental Disability,[ begins with a history of psychiatric diagnosis beginning in the 18th century. Ferrell describes difficulties associated with traditional approaches to psychiatric diagnosis for people with neurodevelopmental disability as illustrated in two case histories. The chapter would have been more informative had it cited the empirical literature regarding Research & Practice for Persons with Severe Disabilities 2010, Vol. 35, No. 3Y4, 139–140 copyright 2010 by TASH

The Path to Aversive Interventions: Four Mothers' Perceptions

Abstract: An interview was conducted with each of four mothers to gain an understanding of their perceptions of the educational and behavioral history of their children leading up to placement in a residential facility that used aversive interventions, including contingent electric skin shock Semistructured instruments were used to understand each family's “story” These mothers, each of whom indicated wanting to remove their child from the facility, reported about their experiences prior to placement in the facility and their experiences while their child was in residence at the facility In general, these mothers felt there was little support for their child or themselves throughout the years prior to the placement; they had minimal participation or say in their child's programs, and they had no real choice in their child's ultimate placement in the facility that used aversive interventions Mothers also reported experiencing little choice (along with significant coercion) regarding their child's program at this

Reestablishing TASH's Leadership in Employment for Persons with Severe Disabilities:

Abstract: Deep in the history of TheAssociation for Persons with Severe Handicaps (TASH), the outcome of employment was a defining component of its mission. Two of TASH’s founding members, Marc Gold and Lou Brown, went on to lead the way for people once thought to be unemployable to join the workforce in regular jobs. Later, members such as Tom Bellamy, Paul Wehman, David Mank, and Jan Nisbet were among the pioneers of supported employmentVthat great, good concept that opened the doors of segregated services to tens of thousands of individuals who had been tested and relegated to separate lives, away from the community of the typical workplace. Long-term (older?) TASHmemberswill remember the defining debates between Brown and Bellamy at the national conference and in the literature as they argued how to best realize the possibility of employment for all of TASH’s constituency. In the early 1980s, TASH was virtually alone in its adoption of a clear resolution on employment that presumed that all persons could achieve employment, regardless of the severity of their disability. However, in the mid-1980s at the onset of supported employment as a funded service in the Rehabilitation Act, the focus on employment by this organization began to wane. This seemingly contradictory occurrence was facilitated by at least two factors. First, TASH’s organizational attention was broadened by an increasing variety of equally important outcomesVschool inclusion, selfdetermination, community inclusion, home ownership, and the continuing fight to close institutions were all emerging at this time. The outcome of employment had to be considered in light of a rapidly expanding mission for TASH. Secondly, another professional organization, then called the Association for Persons in Supported Employment (APSE), was formed. Just as TASH was formed in response to a competing organization thought to be out of touchwith themost current thought,ASPEwas formed at TASH as a reflection of the need to have an organization totally focused on themission of advancing supported employment. Many of the members who once came to TASH for leading-edge thought and practice in the area of employment began to shift to APSE. During the ensuing 20 years, employment became a smaller and smaller component of TASH’s mission and its professional expertise, but the outcome never faded completely out of its focus. A small but strong group of employment professionals, family members, and self-advocates maintained employment as one among many Bstrands[ of information to be addressed at conferences, in the newsletter, and in the journal. However, the recent decade between 2000 and 2010 began to bring about a resurgence of interest among TASH members in the area of employment. Supported employment had begun to stall, and the percentage of individuals in integrated employment supported by state IDD agencies declined between 2001 and 2008 (Rusch & Braddock, 2004; Winsor & Butterworth, 2008). This was particularly disconcerting to TASH’s mission as many practitioners and familymembers felt that its constituency was largely overlooked in supported employment’s boom period in the 1980s and 1990s. At the same time individual states and support organizations defied that trend, with such states as Washington and Oklahoma supporting more than 50% of individuals in integrated jobs, advocates and other stakeholders across the nation began to take notice. Emergingmovements and concepts including customized employment, state employment first policies, and the revisiting of key federal policies have all fueled a surge in emphasis on employment. Customized employment promises to invigorate the likelihood that all persons considered to be the focus of TASH’s mission could successfully become employed by customizing the employment relationship between employers and job seekers, opening the door for negotiation of job opportunities that go beyond job accommodation. On the policy front, Washington state led the way with implementation of the Working Age Adult Policy in 2006, stating that BSupports to pursue and maintain gainful employment in integrated settings in the community shall be the primary service option for working age adults.[ Address all correspondence and reprint requests to Dr. John Butterworth, Institute for Community Inclusion/UCEDD, University of Massachusetts Boston, 100 Morrissey Blvd., Boston, MA 02125. E-mail: john.butterworth@umb.edu Research & Practice for Persons with Severe Disabilities 2010, Vol. 35, No. 1Y2, 2–4 copyright 2010 by TASH

Book Review: Getting the Most Out of IEPs: An Educator's Guide to the Student-Directed Approach:

Abstract: In the preface to their book, Thoma and Wehman emphasize the critical role of the Individualized Education Program (IEP) in special education policy and practice. They contrast the historical approach to the IEP, that is, the IEP being developed by the Bexperts[ with minimal input from the student and their family, with current best practice, which emphasizes student self-determination and involvement in the IEP. Thoma andWehman’s text focuses on how teachers can continue to move from the teacher/ IEP team-directed approach to education planning to a student-directed approach. Thoma and Wehman emphasize the expertise held by the student and their family and the need to have the IEP team and the student and their family become equal partners in education planning. The philosophical shiftVfrom teacherto student-directed educational planningVis clearly reflected in current best practice recommendations for transition planning, related to student-focused planning and the promotion of student self-determination (Kohler & Field, 2003). And, increasingly, there is an evidence suggesting the efficacy of instructional practices that promote student involvement in the IEP meeting (Test et al., 2009). However, data continue to suggest that, despite the emphasis on student involvement in the IEP in research and policy, there is a gap between the practices recommended in research and policy and classroom practice. Research suggests that although a large number of students attend their IEPmeetings, many of them are passive participants. For example, Martin and colleagues, in a series of studies, found that students, on average, spoke during less than 3% of intervals at their IEP meetings (Martin et al., 2006) and that students were the least likely, of all IEP meeting participants, to understand the reasons for the IEP meeting, what they needed to do to prepare for the meeting, and what was said at the meeting (Martin, Huber Marshall, & Sale, 2004). Perhaps one of the reasons for the research-topractice gap related to student involvement in the IEP is the lack of clear, practical resources for teachers. Research has suggested that teachers do not feel prepared to teach students about their participation in the IEP process but that they desire more training and resources to use in the classroom (Mason, Field, & Sawilowsky, 2004). Getting the Most out of IEPs: An Educator’s Guide to the Student-Directed Approach provides an excellent resource for teachers seeking to increase the involvement of their students in the IEP process. The stated purpose of the text is to provide a Bstep-by-step guide[ (p. 2) for teachers to organize their efforts to promote studentdirected IEPs. Thoma and Wehman seamlessly integrate information on the legal requirements of the IEP with information on evidence-based and promising practices for student-directed IEPs while also providing tools for teachers to individualize their instruction based on the support needs of their students. Thoma and Wehman write that their intent is to provide a guide for teachers to Bnot only to increase student involvement or direction of the process but also ensure that IEP development adheres to legal requirements and evidence-based practicesIregardless of the level of support students need to make it a reality[ (pp. 1Y2). Clearly, each of these components is necessary to enable teachers to implement student-directed IEPs in practice, and Thoma and Wehman effectively cover each of these areas in the book. As Thoma and Wehman acknowledge, teachers often struggle to find time to integrate instruction that supports student involvement in the IEP process. However, by focusing on how teachers can integrate the development of legally sound IEPs with evidence-based practices to promote student involvement, Thoma andWehman identify innovative ways for teachers to meld these important priorities. Another barrier to the implementation of practices that support student-directed IEPs, as cited by Thoma and Wehman, is the lack of a standard definition of a student-directed IEP process. This lack of clarity when practices are being described in the literature can lead to confusion for teachers trying to implement studentdirected IEP processes. In their first chapter, the authors provide a clear definition of the student-directed IEP process, emphasizing that there are multiple ways that students can be involved. They introduce a seven-stage continuum of participation, which teachers can use to assess a student’s present level of participation in the IEP process to generate ideas for how to enhance student involvement and move students through the stages of participation. Thoma and Wehman rightly emphasize that student participation in the IEP meeting is not an all-or-nothing process. They provide a concrete framework, which teachers can use to assess where students are currently, as well as strategies for promoting greater involvement. Promoting student self-determination is about promoting skill development, creating opportunities to practice the skills, and identifying needed supports and accommodations (Wehmeyer, 2003). Thoma and Wehman provide teachers with multiple examples of how they can work with students to increase their self-determination skills, opportunities, and supports to Research & Practice for Persons with Severe Disabilities 2010, Vol. 35, No. 3Y4, 143–145 copyright 2010 by TASH