Education
and Training in Mental Retardation and Developmental Disabilities
VOLUME
42 NUMBER 1 March 2007
Outcomes for Students with Autism Spectrum Disorders: What is
Important and Likely According to Teachers?
Individual Focus in an Activity Centre: An Observational Study
among Persons with Profound and Multiple Disabilities
Computer-Based Video Instruction to Teach Young Adults with Moderate
Intellectual Disabilities to Perform Multiple Step, Job Tasks in
a Generalized Setting
Consideration of Behavior States and Patterns in IEP Development
and Daily Planning: A Multiple Case Study Approach Involving Students
with Multiple Disabilities
Comparison of Interactive Computer-based and Classroom Training
on Human Rights Awareness in Persons with Intellectual Disabilities
Functional Analysis and Reduction of Inappropriate Spitting
Comparison of Syntax Training for Students with Developmental
Disabilities Utilizing Clinician-Directed Versus Self-Determined
Session Paradigms
Turkish Parents as Teachers: Teaching Parents How to Teach Self-care
and Domestic Skills to Their Children with Mental Retardation
Transition in Physical Recreation and Students with Cognitive
Disabilities: Graduate and Parent Perspectives
Predicting Optimal
Preference Assessment Methods for Individuals with Developmental
Disabilities
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Abstracts
Outcomes
for Students with Autism Spectrum Disorders: What is Important
and Likely According to Teachers?
Julie K. Ivey
Abstract: The current study, with its foundation in expectancy theory,
investigated the relationships between teacher expectations of future
outcomes for students within the autism spectrum. Fifteen teachers,
in private and public school settings, completed a survey that assessed
their expectations about the importance and the likelihood of specific
outcomes for their students. Teachers reported that the most important
student outcome is safety. With regards to likelihood, teachers expressed
the belief that continuing the students' education would most likely
to occur. In contrast they felt that it would be unlikely for the
students to take care of the parents in their old age. There were
eight areas in which the differences in likelihood and importance
were statistically significant. These included: friendships, community
services and acceptance, safety, law abiding, caretaker roles, independent
living, citizenship, holding a job, happiness, financially secure,
and highest education possible. Implications for school psychologists
and educators are discussed.
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Individual
Focus in an Activity Centre: An Observational Study among Persons
with Profound and Multiple Disabilities
S. J. Hiemstra, C. Vlaskamp, and L. A. Wiersma
Abstract: Increasing numbers of adults with profound intellectual and
multiple disabilities (PIMD) are being offered more – and more
frequent – day services at activity centres. Little is known
about the way direct support persons (DSP) in activity centres divide
their time over the various tasks they have to perform and to what
extent they are focused on adults with PIMD. Given their functional
disabilities, the individually focused attention of DSP is essential
if the activities offered in the day services are to be appropriate.
This study reports on the focus of three DSP while activities were
being offered to persons with PIMD. Resultsindicate
during the activity the three DSP were focused on the person with
PIMD for 21.6%, 30.7% and 25.5% of the time. Thus DSP’s spent
only a limited amount of the available time on individual supervision
of a client with PIMD.
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Computer-Based
Video Instruction to Teach Young Adults with Moderate Intellectual
Disabilities to Perform Multiple Step, Job Tasks in a Generalized Setting
Linda
C. Mechling and Fanny Ortega-Hurndon
Abstract:
This study evaluated the effectiveness of computer-based
video instruction (CBVI) to teach three young adults with moderate
intellectual disabilities to perform complex, multiple step,
job tasks in a generalized setting. A multiple probe design across
three job tasks and replicated across three students was used
to evaluate the effectiveness of CBVI to teach job skills. All
instructional sessions occurred through simulation that combined
the technologies of video and computer-based instruction. Generalization
of skills was assessed at the actual job site. Results indicate
that CBVI was effective in teaching generalized, multi-step job
tasks which were maintained over time.
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Consideration
of Behavior States and Patterns in IEP Development and Daily Planning:
A Multiple Case Study Approach Involving Students with Multiple Disabilities
Harold
D. Mattie and Alice A. Kozen
Abstract:
This study established a method for obtaining information
about behavior states and patterns as they appeared in Individual
Education Programs (IEPs). Also investigated was the extent to
which behavior states and behavior state pattern language was included
in daily planning for students with the most pervasive multiple
disabilities. While information obtained through analysis and interviews
revealed that behavior state or behavior pattern language was not
used in either oral or written statements regarding daily planning,
results did indicate promise of an IEP measurement instrument that
could become a mechanism critical for student program and planning.
Suggestions ranging from an overall understanding and integration
of behavior state awareness to daily planning for individuals with
the most pervasive multiple disabilities are offered.
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Comparison
of Interactive Computer-based and Classroom Training on Human Rights
Awareness in Persons with Intellectual Disabilities
Christine Y.
Tardif-Williams, Frances Owen, Maurice Feldman, Donato Tarulli,
Dorothy Griffiths, Carol Sales, Glenys McQueen-Fuentes, and Karen
Stoner
Abstract:
We tested the effectiveness of an interactive,
video CD-ROM in teaching persons with intellectual disabilities
(ID) about their human rights. Thirty-nine participants
with ID were trained using both a classroom activity-based version
of the training program and the interactive CD-ROM in a counterbalanced
presentation. All individuals were pre- and post-tested
on their awareness of their rights and strategies to remediate
perceived rights restrictions. Exposure to both classroom activity-based
and video-based scenarios resulted in significant improvements
in participants’ ability to identify human rights
restrictions and strategies to address them. The computer-based
video testing scenarios played a critical role in assessing the
impact of human rights awareness training, and offered some preliminary
support for the generalization of human rights awareness to nontrained
scenarios. We discuss the development of the CD-ROM and the results
of this study in relation to the existing literature on the use
of computer-based instruction with individuals with ID.
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Functional
Analysis and Reduction of Inappropriate Spitting
Stacy L. Carter
and John J. Wheeler
Abstract: Functional analysis was used to determine the possible function
of inappropriate spitting behavior of an adult woman who had been
diagnosed with profound mental retardation. Results of an initial
descriptive assessment indicated a possible attention function and
led to an attention-based intervention, which was deemed ineffective
at reducing the frequency of spitting. A follow-up functional analysis
revealed an automatic function and an intervention of medication
prescribed for gastro-esophageal reflux markedly reduced the frequency
of inappropriate spitting. The implications for using functional
analysis as a means of identifying biological events such as medical
illness are discussed.
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Comparison
of Syntax Training for Students with Developmental
Disabilities Utilizing Clinician-Directed Versus Self-Determined
Session Paradigms
Jane O’Regan Kleinert, Lori
Gonzalez, John W. Schuster, and Ruth Huebner
Abstract:
The ability to make choices, plan, and self-evaluate are among
the primary skills included in the development of self-determination.
This study was designed to determine if a teaching paradigm, which
incorporates key elements of self-determination, is as effective
and more efficient in teaching syntax than a traditional, clinician-directed
teaching paradigm for students with developmental disabilities. Two
methods of syntax instruction were compared for four students with
Down syndrome between the ages of 7 and 13 years using an Adapted
Alternating Treatment (AAT) single subject design. Results of the
study indicated that both the traditional clinician-directed approach
(CD) and the self-determined approach (SD) were effective in teaching
syntax targets, with all four students achieving criterion at an
unexpectedly rapid rate and maintaining skills regardless of the
teaching condition. The CD condition was slightly more efficient
than the SD condition in achieving criterion for three of the four
students in the study. Further investigation is needed, but a case
might be made that including elements of self-determination in syntax
training could justify the slight loss of efficiency, and does so
without disrupting teaching effectiveness.
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Turkish
Parents as Teachers: Teaching Parents How to Teach Self-care and
Domestic Skills to Their Children with Mental Retardation
Atilla
Cavkaytar
Abstract:
The purpose of this study was to determine the effectiveness
of a parent training program teaching self-care and domestic
skills to children with mental retardation. The study was conducted
with three mothers, their children and classroom teachers. Multiple
probe across behaviors design was used. Experimental procedure
consisted of three meetings and a home visit. Results of the
study showed that children achieved the target skills independently.
They continued to use these skills during the follow up phase.
Overall findings indicated that parent training program was effective
on teaching self-care and domestic skills.
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Transition
in Physical Recreation and Students with Cognitive Disabilities:
Graduate and Parent Perspectives
Kristi Roth, Jean Pyfer and Carol
Huettig
Abstract:
The purpose of this study was to investigate the perceived impact
of physical recreation transition programming on individuals
with cognitive disabilities and generate strategies for improved
transition. Interviews were completed with 17 young adults
who were one to three years post graduation. Interviews determined
graduate’s perception of their own activity levels. Focus
groups were completed with 23 parents of young adult graduates,
from varying regions of the United States. Amount and types
of past and current recreational pursuits, promotional and
inhibitory factors impacting activity participation, and strategies
for improved transition programming were explored in focus
groups. Coded data revealed that physical recreation transition
success requires development and maintenance of a strong community
that must be provided with support in the major areas of structure,
exposure, education, and social environment. Transitioning
can be improved through increased parent training, implementation
of mentor groups, utilization of state personnel, and increased
integration into higher education.
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Predicting
Optimal Preference Assessment Methods for Individuals with Developmental
Disabilities
Kendra M. Thomson, Diana Czarnecki, Toby L. Martin, C.T. Yu, & Garry
L. Martin
Abstract: The single-stimulus (SS) preference assessment
procedure has been described as more appropriate than the paired
stimulus (PS) procedure for “lower functioning” individuals,
but this guideline's vagueness limits its usefulness. We administered
the SS and PS preference assessment procedures with food items
to seven individuals with severe or profound developmental
disabilities who scored at level 2 of the Assessment of Basic
Learning Abilities (ABLA) and seven who scored at ABLA level
3. Thirteen of the 14 participants also received these assessments
(PS and SS), with non-food items. The two procedures were about
equally effective for both groups, and with both types of stimuli,
although the PS procedure produced more refined preference
hierarchies. Most participants showed moderate to high correlations
in preference scores between the two procedures for both food
and non-food items. These results suggest that, for individuals
who score at either ABLA level 2 or ABLA level 3, the SS and
the PS procedures are equally likely to identify preferred
stimuli.
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