Education
and Training in Mental Retardation and Developmental Disabilities
VOLUME 40 NUMBER 2 June 2005
Concepts of Work, Leisure and Retirement in Adults with an Intellectual Disability
Transition Supports to Students with Mental Retardation: An Examination of Data from the National Longitudinal Transition Study 2
Evaluation Of Contextual Variability In Prediction Of Reinforcer Effectiveness
Improving the System of Least Prompts: A Comparison of Procedural Variations
Responses to Communication Breakdowns by Nonverbal Children with Developmental Disabilities
Gaze-Shift Patterns of Young Children with Developmental Disabilities who are at Risk for being Nonspeaking
Using a Constant Time Delay Procedure to Teach Aquatic Play Skills to Children with Autism
Intervention and Instruction with Video for Students with Autism: A Review of the Literature
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Abstracts
Concepts of Work, Leisure and Retirement in Adults with an Intellectual Disability
Trudy L. Cordes and Robert W. Howard
Abstract: Much research has aimed to improve the knowledge and skills of persons with an intellectual disability for better work and leisure activities, and, more recently, for retirement activities. Instruction typically works much better when it proceeds from an individual's existing concepts but this principle has not been applied much to education of persons with an intellectual disability. Here it was applied to the concepts of work, leisure and retirement. Sixty adults with an intellectual disability were interviewed to determine their existing concepts of these and their work and leisure histories. Most had solid concepts of work and leisure, but with some gaps, particularly in notions of voluntary work and occupation's status. Most had satisfactory work and leisure lives. Most had a relatively poor concept of retirement at best and had done little retirement planning. Results suggest some key targets for educational programs designed to improve knowledge in these domains. This general conceptual approach can be usefully applied to teaching other important concepts to persons with an intellectual disability.
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Transition Supports to Students with Mental Retardation: An Examination of Data from the National Longitudinal Transition Study 2
Antonis Katsiyannis, Dalun Zhang, Nancy Woodruff, and April Dixon
Abstract: Effective transition planning is of paramount importance in maximizing post school outcomes for students with disabilities. The purpose of this study is to examine data from the National Longitudinal Transition Study – 2 regarding the transition planning for students with mental retardation. In addition, for comparison purposes, data on transition planning for emotional/behavioral disorder (E/BD) and learning disabilities (LD) students was also examined. Findings from this study indicate that (a) nearly 60% of students with mental retardation (MR) had their transition planning begun by age 14; (b) students with MR were less involved in their transition planning (about 10% did not participate at all), less likely to provide input (less than half of those participating), and more likely to report no progress towards transition goals than the other two groups of students; (c) general educators' involvement in MR students' transition planning was minimal though related service personnel was more involved; (d) a small percentage of students with MR had postsecondary education as a transition goal, while more of them had sheltered and supported employment as a transition goal; (e) students with MR were more likely to have other agency personnel involved in transition planning.
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Evaluation Of Contextual Variability In Prediction Of Reinforcer Effectiveness
Olimpia Pino and Carla Dazzi
Abstract: Previous research has shown that stimulus preference assessments based on caregiver-opinion did not coincide with results of a more systematic method of assessing reinforcing value unless stimuli that were assessed to represent preferences were also preferred on paired stimulus presentation format, and that the relative preference based on the results of a choice assessment using a concurrent operants paradigm predicts relative reinforcer effectiveness. However, it is not clear whether preference varies under different environmental conditions influencing effectiveness of reinforcement. In the current study, we attempted to address this question by categorizing stimuli as context-dependent and context-independent based on results of preference assessment, and then compared their reinforcing effectiveness in different contexts (home vs. structure of rehabilitation). Independent stimuli, when compared to dependent ones, were more effective in increasing target responses in both contexts. Dependent stimuli consistently functioned as reinforcers only in their corresponding context. These results suggest that establishing operation can be used to predict reinforcing value of various stimuli, which, in turn, may help to improve clinical change.
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Improving the System of Least Prompts: A Comparison of Procedural Variations
Elizabeth A. West and Felix Billingsley
Abstract:
Given the frequency with which the “system of least prompts” is used, it is important to identify procedures to enhance the effectiveness and efficiency of the system. This study compared effects of a traditional least to most procedure (TLM) and a revised least to most procedure (RLM) on skill acquisition in individuals with moderate and severe disabilities. One prompt sequence (TLM) contained verbal prompts paired across the hierarchy and another sequence was devoid of verbal prompts (RLM). Four students were instructed with each prompt sequence within a parallel treatments design. Results indicated that, although both prompt sequences were effective, efficiency data (time and effort to transfer stimulus control) favored the RLM procedure.
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Responses to Communication Breakdowns by Nonverbal Children with Developmental Disabilities
Dilek Erbas
Abstract:
Communication skills are important for children with developmental disabilities to be functional and independent in their own lives. This study examined influences of different types of listener feedback or breakdowns on repair behaviors of nonverbal children with disabilities during semi-structured opportunities at snack time. Three preschool children (3-4 years old) with developmental disabilities participated. An alternating treatments design was used to compare the effect of different types of listener feedback or breakdowns on subjects' communication repairs. Three different types of feedback served to evoke repair attempts by subjects. Results revealed that all three subjects used different repair behaviors across different experimental conditions to achieve their communicative goals during snack routines.
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Gaze-Shift Patterns of Young Children with Developmental Disabilities who are at Risk for being Nonspeaking
Kelli Arens, Cynthia J. Cress, and Christine A. Marvin
Abstract:
Children with developmental disabilities often have difficulty with joint attention that can affect more advanced communication skills. This study evaluated the complexity of child engagement behaviors demonstrated by twenty-five, pre-intentional children (age 9 to 25 months), who had developmental disabilities and were at risk for being nonspeaking. During free play with their parents, these children demonstrated infrequent and simple gaze shifts and focused more on individual objects or people than shared attention with parents during play. These children seldom engaged in coordinated attention behaviors such as shifting gaze back and forth between people and objects during their play with parents. Type and frequency of engagement behaviors are discussed relative to understanding the unique challenges for children with developmental disabilities that include motor and visual impairments.
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Using a Constant Time Delay Procedure to Teach Aquatic Play Skills to Children with Autism
Ilker Yilmaz, Bünyamin Birkan, Ferman Konukman, and Mert Erkan
Abstract:
Effects of a constant time delay procedure on aquatic play skills of children with autism was investigated. A single subject multiple probe model across behaviors with probe conditions was used. Participants were four boys, 7-9 years old. Data were collected over a 10-week period using the single opportunity method as an intervention. Results revealed that all subjects increased their correct target skills significantly during intervention. In addition, subjects maintained their successful play skills during first, second and forth week of maintenance phases. Results showed that constant time delay was an effective way of increasing and maintaining aquatic play skills of children with autism.
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Intervention and Instruction with Video for Students with Autism: A Review of the Literature
Kevin Michael Ayres and John Langone
Abstract:
Efficacy research on video based instruction for children with autism is a promising area for practitioners and researchers. Researchers are successfully using video to teach a variety of social and functional skills. This literature review synthesizes these findings and examines critical features of each of the studies that contribute most to the ways of educators, care givers and others can best employ video to teach young people with autism. While this area of research is expanding, more detailed studies are needed to better describe specific aspects of video based instruction.
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