Education
and Training in Mental Retardation and Developmental Disabilities
VOLUME
44 NUMBER 1 March
2009
No Child Left Behind, the Individuals with Disabilities Education Act and Functional Curricula: A Conflict of Interest?
State Guidelines for Mental Retardation and Intellectual Disabilities: A Re-visitation of Previous Analyses in Light of Changes in the Field
Efficacy of a Systematic Process for Designing Function-Based Interventions for Adults in a Community Setting
Effects of Direct Instruction on the Reading Comprehension of Students with Autism and Developmental Disabilities
Effects of Antecedent Prompt and Test Procedure on Teaching Simulated Menstrual Care Skills to Females with Developmental Disabilities
Use of Video Modeling to Teach Extinguishing of Cooking Related Fires to Individuals with Moderate Intellectual Disabilities
Using Simultaneous Prompting Procedure to Promote Recall of Multiplication Facts by Middle School Students with Cognitive Impairment
Decreasing Inappropriate Behaviors for Adolescents
With Autism Spectrum Disorders Using Modified Social Stories
Milieu Therapy as a Communication Intervention: A Review of the Literature Related to Children with Autism Spectrum Disorder
A Community-Based Accommodation Program for Adults with Autism and Mental Retardation
Presenting Chained and Discrete Tasks as Non-Targeted Information When Teaching Discrete Academic Skills through Small Group Instruction
Treatment of Pica Using a Pica Exchange Procedure with Increasing Response Effort
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Abstracts
No Child Left Behind, the Individuals with Disabilities Education Act and Functional Curricula: A Conflict of Interest?
Emily C. Bouck
Abstract: Is a functional curriculum aligned with the federal education policies of No Child Left Behind (2002) and the Individuals with Disabilities Education Act (IDEA, 2004)? This article analyzes the alignment, or lack thereof, between this approach to educating secondary students with mild mental impairment and the two main federal education laws governing their education. It explores the relationship across four areas: general education curriculum and setting, accountability, highly qualified teachers, and scientifically-based research. The analysis suggests that there may be a conflict of interest between the functional curriculum model and federal legislation.
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State Guidelines for Mental Retardation and Intellectual Disabilities: A Re-visitation of Previous Analyses in Light of Changes in the Field
Edward A. Polloway, James R. Patton, J. David Smith, Jacqueline Lubin and Karian Antoine
Abstract: In 2002, the American Association on Mental Retardation (AAMR) (Luckasson et al., 2002) revised their manual on mental retardation. It also extended the changes that had been made in the previous (1992) manual to further promote an alternative approach to definition and classification in the field. The study reported here sought to determine the impact of the 2002 manual on educational practices across the United Stated. To do so we researched state guidelines for terminology, definition, and classification. Responses were obtained from a survey of practices of and/or a website review from in all 50 states plus the District of Columbia. Practices regarding terminology, definition, and classification were determined and the findings are highlighted in this study. Implications are noted with special attention to trends among the states and to emerging considerations with regard to terminology, definition, and classification practices within the field
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Efficacy of a Systematic Process for Designing Function-Based Interventions for Adults in a Community Setting
Martha A. Underwood, John Umbreit, and Carl Liaupsin
Abstract: This study examined the efficacy of a systematic process for matching behavioral interventions to assessed function(s) of problem behavior with adults with developmental disabilities in a community-based day program. Previous applications of the technique were found to be effective with school-age students in classroom settings. Participants were three adults (ages 48-63) with developmental disabilities who displayed long-standing inappropriate social interactions. The study was conducted in two phases. In Phase 1, descriptive FBAs were conducted. Each FBA included structured interviews and direct observations that were used to identify the functions of target behaviors. In Phase 2, function-based interventions were systematically constructed for each participant, and then implemented for an extended period (8 weeks) within ongoing activities at their day program. The mean response rates of appropriate social interaction increased immediately when intervention was introduced, whereas the mean response rates of inappropriate social interaction decreased. Data on treatment integrity (level of implementation) were collected for every session and documented that the interventions were implemented with high levels of fidelity. In addition, staff gave the function-based interventions high acceptability ratings, indicating they viewed the interventions as socially valid and preferable to the procedures they used before intervention.
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Effects of Direct Instruction on the Reading Comprehension of Students with Autism and Developmental Disabilities
Margaret M. Flores and Jennifer B. Ganz
Abstract: This study investigated effects of a Direct Instruction reading comprehension program implemented with students with autism spectrum disorders (ASD) and developmental disabilities (DD). There is little research in the area of reading comprehension for students with ASD and no research as to the effectiveness of reading comprehension Direct Instruction (DI). This study extended previous research by investigating the extent to which more complex instruction could be implemented with students with ASD and DD and its effect on their reading comprehension. A multiple probe across behaviors design was used. A functional relation between Direct Instruction and reading comprehension skills and behaviors was demonstrated across all behavioral conditions and across students. Data were also collected using curriculum-based assessments and all student demonstrated improvement. Results and their implications are discussed further.
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Effects of Antecedent Prompt and Test Procedure on Teaching Simulated Menstrual Care Skills to Females with Developmental Disabilities
Gulhan Ersoy, Elif Tekin-Iftar and Gonul Kircaali-Iftar
Abstract: Although menstrual care is among the most important skill areas for females with mild to moderate developmental disabilities to facilitate their independence, there is limited research examining this issue. The present study was designed to analyze the acquisition and maintenance effects of antecedent prompt and test procedure on teaching changing sanitary napkins on a doll to three young females with mild to moderate developmental disabilities. Generalization through multiple exemplar approach and social validity were also examined. A multiple probe design across participants was used in the study which consisted of baseline, intervention, probe, maintenance, and generalization sessions. All participants were able to acquire and maintain the skills taught to them, and generalize the acquired skills to various examples. Furthermore, the parents of the participants were very pleased with the study in general. The results are discussed and recommendations regarding future research and practice are raised in the article.
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Use of Video Modeling to Teach Extinguishing of Cooking Related Fires to Individuals with Moderate Intellectual Disabilities
Linda C. Mechling, David L. Gast, and Melissa R. Gustafson
Abstract: This study evaluated the effectiveness of video modeling to teach fire extinguishing behaviors to three young adults with moderate intellectual disabilities. A multiple probe design across three fire extinguishing behaviors and replicated across three students was used to evaluate the effectiveness of the video-based program. Results indicate that video modeling was effective in teaching fire extinguishing skills. Skills were further generalized to novel examples and levels of performance were maintained up to 52 days.
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Using Simultaneous Prompting Procedure to Promote Recall of Multiplication Facts by Middle School Students with Cognitive Impairment
Shaila Rao and Lynette Mallow
Abstract: This study examined effectiveness of simultaneous prompting system in teaching students with cognitive impairment to automate recall of multiplication facts. A multiple probes design with multiple sets of math facts and replicated across multiple subjects was used to assess effectiveness of simultaneous prompting on recall of basic multiplication facts. Two students with mild cognitive impairment at middle school level completed this intervention to recall 30 math multiplication facts between 0-12. Data collected over a period of approximately three and a half months indicated maintenance and generalization of the skill across materials, settings, and people.
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Decreasing Inappropriate Behaviors for Adolescents
With Autism Spectrum Disorders Using Modified Social Stories
Janet E. Graetz, Margo A. Mastropieri and Thomas E. Scruggs
Abstract: A multiple baseline design study was implemented to assess the effects of a modified social story intervention on inappropriate social behaviors of three adolescents with moderate autism. Baseline data were collected on inappropriate behaviors that included refusal to stand, use of a high-pitched voice, and placing hands/objects in mouth. Individualized social stories, ranging from five to seven pages and containing text, color photographs, and callouts, were created for each student. Results suggest that social stories immediately improved behavior for two of the participants and these improvements were maintained. Information is also provided regarding teacher opinion on the use of social stories. Implications for training and future research are discussed.
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Milieu Therapy as a Communication Intervention: A Review of the Literature Related to Children with Autism Spectrum Disorder
G. Richmond Mancil
Abstract: Several researchers have employed milieu therapy to address the communication needs of children with autism spectrum disorder (ASD). Thus, the purpose of this review is to examine milieu therapy, particularly, the environments and individuals involved in the training and the effectiveness of milieu therapy with children who have a diagnosis of ASD and to provide suggestions for practitioners and researchers. Milieu therapy consistently increases communication and generalizes to other settings, while maintaining over time; however, milieu therapy does not analyze connections to challenging behaviors and few studies have focused on teachers in the classroom or peers. Future research teams should continue to train parents and teachers while addressing the connection to challenging behavior and including peers in the interventions.
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A Community-Based Accommodation Program for Adults with Autism and Mental Retardation
Robert A. Fox, Casey A. Holtz and Amie M. Moist
Abstract: There is a paucity of treatment literature for significant and intractable behavior problems in adults with autism and mental retardation. Four adults with autism, severe to profound mental retardation, and serious, long-term behavior problems participated in an accommodation training program as an adjunct to more traditional behavioral and medical treatments. The accommodation program consisted of designing highly structured and predictable daily routines to reduce the impact of environmental factors that had previously resulted in behavior problems. Following three to six years of participation in the accommodation program, a significant treatment effect size was obtained for all participants. The benefits of this approach for improving the treatment-resistant problem behaviors and quality of life for adults with autism and mental retardation in a community-based setting are discussed as well as directions for future research.
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Presenting Chained and Discrete Tasks as Non-Targeted Information When Teaching Discrete Academic Skills through Small Group Instruction
Karen Jones Falkenstine, Belva C. Collins, John W. Schuster, and Harold Kleinert
Abstract: Special education teachers often search for effective strategies to teach a variety of skills to students with moderate to severe disabilities through small group instruction. The investigators examined the acquisition of academic skills as well as chained and discrete tasks presented as nontargeted information by a small group of students with moderate to severe disabilities. The investigators assessed each student’s acquisition of targeted stimuli, acquisition of discrete and chained nontargeted information presented through instructive feedback, and observational learning of targeted tasks and discrete and chained nontargeted information presented to other students in the group and found that the students each learned their targeted tasks as well as much of the nontargeted information.
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Treatment of Pica Using a Pica Exchange Procedure with Increasing Response Effort
Stacy L. Carter
Abstract: The effects of a pica exchange procedure were evaluated on the pica of a female with severe mental retardation. A BAB design revealed that the pica exchange procedure was effective at reducing the occurrence of pica. In addition, the pica exchange procedure was effective throughout six increasingly more difficult response effort conditions. Results suggest that extended periods of treatment using successive approximations may overcome initial resistance to increases in response effort.
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