Education
and Training in Mental Retardation and Developmental Disabilities
VOLUME
38 NUMBER 3 SEPTEMBER 2003
Consideration
of what may Influence Student Outcomes on Alternate Assessment
Defining
Mental Retardation and Ensuring Access to the General Curriculum
Using
Self-Management, Video Feedback, and Graphic Feedback to Improve
Social Behavior of Youth with Mild Mental Retardation
Cardiovascular
Fitness of Young Canadian Children with and without Mental Retardation
Explaining
Physical Activity in Individuals with Mental Retardation: An Exploratory
Study
Spiritual
Dimensions of Bar/bat Mitzvah Ceremonies for Jewish Children with
Developmental Disabilities
Parents
Speak Out: Facial Plastic Surgery for Children with Down Syndrome
Transition
Services in Taiwan: Comparison between Service Need and Services
Received
Computer
Technology in Clinical Psychology Services for People with Mental
Retardation: A Review
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Abstracts
Consideration
of what may Influence Student Outcomes on Alternate Assessment
Diane M. Browder , Kathy Fallin, Stephanie Davis
and Meagan Karvonen
Abstract:
Most states recently implemented procedures for alternate assessment
for students who cannot participate in state and district-wide assessment
programs. The purpose of large-scale assessments is to provide data
for evaluation of students' achievement of state or local standards.
Promoting achievement for students who participate in alternate
assessment requires both understanding the parameters of the alternate
assessment selected by the state or LEA and considering variables
related to the student's individual education. This article describes
the variables that may influence alternate assessment outcomes and
offers recommendations for how the school team can enhance student
achievement.
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Defining Mental Retardation
and Ensuring Access to the General Curriculum
Michael L. Wehmeyer
Abstract: Release of the most recent edition
(2002) of the American Association on Mental Retardation's terminology
and classification manual provides a point in time to consider ways
in which mental retardation is understood and how that understanding
contributes to educational practices to promote positive outcomes
for students with mental retardation. Since release of the previous
edition of the manual (in 1992) much has changed about the context
in which educators work and students are taught. Language in the
1997 reauthorization of IDEA with regard to providing access to
the general curriculum intended to align special education practice
with prevalent educational reform initiatives. The shift in the
1992 definition and classification system (continued in the 2002
manual) toward a supports paradigm and defining mental retardation
as a function of the interaction between a person's independent
functioning and the context in which that person lives, learns,
works and plays provides a framework within which we can consider
how to more effectively enable students to gain access to the general
curriculum.
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Using Self-Management,
Video Feedback, and Graphic Feedback to Improve Social Behavior
of Youth with Mild Mental Retardation
Petri J.C.M. Embregts
Abstract: The purpose of the present study was
to investigate effects of a training package on appropriate and
inappropriate behaviors of residents with mental retardation with
internalizing or externalizing behavior problems and the responses
of staff to these behavior problems. The training procedure included
resident training with video feedback and self-management procedures
and staff training with video and graphic feedback. A multiple baseline
design across residents was used. Results show increased appropriate
social behavior for residents with internalizing behavior problems
and decreased inappropriate social behavior for residents with externalizing
behavior problems. The provision of video and graphic feedback also
successfully improved performance of direct-care staff members.
Recommendations are made for further investigation of variables
related to behavior change of staff and residents.
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Cardiovascular Fitness
of Young Canadian Children with and without Mental Retardation
Mike Gillespie
Abstract: Individuals with mental retardation
(MR) typically exhibit lower levels of cardiovascular fitness than
their non-disabled peers. However, there seems to be a gap in the
literature with respect to comparative studies between younger children
with and without MR. The present investigation compared cardiovascular
fitness levels of youth with and without MR. Sixty youth (30 with
MR, 30 non-disabled) performed a 20-m shuttle run designed to assess
cardiovascular fitness. Results indicated that non-disabled children
exhibited significantly greater levels of aerobic fitness than did
those with MR. Findings illustrate the need for critical examination
of physical activity programs for children with MR, as lags in fitness
evidenced versus non-disabled peers approximately 50 years ago still
exist.
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Explaining Physical Activity
in Individuals with Mental Retardation: An Exploratory Study
Francis M. Kozub
Abstract: This study investigated physical activity
patterns of seven adolescents with mental retardation over a seven-day
period. Further, motivation, fitness levels, physical activity of
one caregiver, and parent interview responses were triangulated
to study this select group. Results indicated that two main factors
explained physical activity in participants. A very large relationship
existed between age and minutes of moderate physical activity and
social reasons emerged as a key theme during caregiver interviews.
Intrinsic motivation scores were high and amotivation scores were
relatively low in the sample. Physical activity data resulted in
6 to 14 bouts of moderate physical activity per day lasting from
2 to 4 min depending on the case. This pattern of short periods
of moderate physical activity is consistent with results from similar
studies on children without disabilities.
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Spiritual Dimensions of Bar/bat
Mitzvah Ceremonies for Jewish Children with Developmental Disabilities
Gila Vogel and Shunit Reiter
Abstract: The celebrations of life cycle events
that transcend everyday living are one of the experiences that engender
spirituality. In the Jewish religion a bar or bat mitzvah ceremony
is the rite of passage from childhood towards adulthood. Twenty-one
youngsters with moderate and severe disabilities who attend two
special education schools in Israel participated in group bar/bat
mitzvah ceremonies. Children were observed during the six-month
learning process and at the ceremony itself. Parents and school
staff were interviewed as well. This study describes spiritual dimensions
of the bar/bat mitzvah experience that were identified and shows
that the youngsters could both express their own spirituality and
impact the spirituality of others.
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Parents Speak Out: Facial Plastic
Surgery for Children with Down Syndrome
Jennifer Goeke
Abstract: Facial plastic surgery has been advocated
as a way to improve the physical functioning, appearance and social
acceptance of children with Down syndrome. However, there are also
those opposed to this surgery due to concerns about its effectiveness,
and potential physical and psychological risks. This qualitative
study examined comments of 250 parents of children with Down syndrome
and categorized their responses into positive and negative themes.
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Transition Services in Taiwan:
Comparison between Service Need and Services Received
Li-Ju Chen and Dalun Zhang
Abstract: The purpose of this study was to identify
transition service needs by students with disabilities and availability
of services in Taiwan. The survey was conducted with 202 students.
As a result of the study, eight service categories were identified:
medical service, adult living service, working/living environment
adaptation, professional guidance, psychological guidance, personal
affairs, community learning, and continuing education. Results indicate
that (a) the overall need for services is far greater than services
received and (b) significant correlations exist among service needs,
among the services received, and between service needs and services
received.
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Computer Technology in Clinical
Psychology Services for People with Mental Retardation: A Review
Sara Davies and Richard P. Hastings
Abstract: We provide a selective review, based
mainly on publications from the past 10 years, of potential uses
of computer technology in clinical psychology services for people
with mental retardation and other developmental disabilities. The
review is organized according to three general stages of a scientist-practitioner
working model: assessment, formulation, and intervention. Examples
of technologies that can facilitate the work of practitioners at
each of these stages are given. In conclusion, we identify a number
of practical difficulties with the uptake of computer technologies,
and issues for future research. We also emphasize the potential
for using computers to assist in staff training activities in mental
retardation services, and supporting the advocacy activities of
people with mental retardation and their careers.
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